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1 - The Promise of Multimedia Learning

Richard E. Mayer
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
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Summary

Multimedia learning refers to learning from words and pictures. Multimedia instruction refers to the presentation of material using both words and pictures, with the intention of promoting learning. The case for multimedia learning rests on the premise that learners can better understand an explanation when it is presented in words and pictures than when it is presented in words alone. Multimedia messages can be based on the delivery media (e.g., amplified speaker and computer screen), presentation mode (e.g., words and pictures), or sensory modalities (e.g., auditory and visual). The design of multimedia instructional messages can be based on a technology-centered approach that focuses on the capabilities of advanced technologies or on a learner-centered approach that focuses on the nature of the human cognitive system. Multimedia learning may be viewed as response strengthening (in which multimedia environments are used as drill-and-practice systems), information acquisition (in which multimedia messages serve as information delivery vehicles), or as knowledge construction (in which multimedia messages include aids to sense-making). Three possible learning outcomes are no learning (as indicated by poor retention and poor transfer performance), rote learning (as indicated by good retention and poor transfer performance), and meaningful learning (as indicated by good retention and good transfer performance). Meaningful learning outcomes depend on the cognitive activity of the learner during learning rather than on the learner's behavioral activity during learning.

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Chapter
Information
Multimedia Learning , pp. 3 - 27
Publisher: Cambridge University Press
Print publication year: 2009

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References

Spector, J. M., Merrill, M. D., van Merrienboer, J., & Driscoll, M. P. (2008). Handbook of research for educational communications and technology (3rd ed.) New York: Erlbaum.Google Scholar
Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.CrossRefGoogle Scholar
*Mayer, R. E. (2000). The challenge of multimedia literacy. In Pailliotet, A. W. & Mosenthal, P. B. (Eds.), Reconceptualizing literacy in the new age of media, multimedia, and hypermedia (pp. 363–376). Norwood, NJ: JAI/Ablex.Google Scholar
*Mayer, R. E. (2005). Introduction to multimedia learning. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning (pp. 1–17). New York: Cambridge University Press.CrossRefGoogle Scholar
*Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions?Educational Psychologist, 32, 1–19.CrossRefGoogle Scholar
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.Google Scholar
Landauer, T. K. (1995). The trouble with computers. Cambridge, MA: MIT Press.Google Scholar
*Mayer, R. E. (1999). Instructional technology. In Durso, F. T., Nickerson, R. S., Schvaneveldt, R. W., Dumais, S. T., Lindsay, D. S., & Chi, M. T. H. (Eds.), Handbook of applied cognition (pp. 551–569). Chichester, England: Wiley.Google Scholar
Norman, D. A. (1993). Things that make us smart. Reading, MA: Addison-Wesley.Google Scholar
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn. Washington, DC: National Academy Press.Google Scholar
*Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84, 405–412.CrossRefGoogle Scholar
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, R. E., & Raths, J. (2001). A taxonomy of learning for teaching: A revision of Bloom's taxonomy of educational objectives. New York: Addison-Wesley-Longman.Google Scholar
*Mayer, R. E. (2008). Learning and instruction (2nd ed). Upper Saddle River, NJ: Pearson Prentice Hall Merrill.Google ScholarPubMed
*Mayer, R. E. (1999). Designing instruction for constructivist learning. In Reigeluth, C. M. (Ed.), Instructional design theories and models (pp. 141–159). Mahwah, NJ: Erlbaum.Google Scholar
*Mayer, R. E. (2004). Should there be a three strikes rule against pure discover learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.CrossRefGoogle Scholar
*Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles of multimedia instruction. American Psychologist, 63(8), 760–769.CrossRefGoogle ScholarPubMed
Stokes, D. E. (1997). Pasteur's quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution Press.Google Scholar
Spector, J. M., Merrill, M. D., van Merrienboer, J., & Driscoll, M. P. (2008). Handbook of research for educational communications and technology (3rd ed.) New York: Erlbaum.Google Scholar
Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.CrossRefGoogle Scholar
*Mayer, R. E. (2000). The challenge of multimedia literacy. In Pailliotet, A. W. & Mosenthal, P. B. (Eds.), Reconceptualizing literacy in the new age of media, multimedia, and hypermedia (pp. 363–376). Norwood, NJ: JAI/Ablex.Google Scholar
*Mayer, R. E. (2005). Introduction to multimedia learning. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning (pp. 1–17). New York: Cambridge University Press.CrossRefGoogle Scholar
*Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions?Educational Psychologist, 32, 1–19.CrossRefGoogle Scholar
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.Google Scholar
Landauer, T. K. (1995). The trouble with computers. Cambridge, MA: MIT Press.Google Scholar
*Mayer, R. E. (1999). Instructional technology. In Durso, F. T., Nickerson, R. S., Schvaneveldt, R. W., Dumais, S. T., Lindsay, D. S., & Chi, M. T. H. (Eds.), Handbook of applied cognition (pp. 551–569). Chichester, England: Wiley.Google Scholar
Norman, D. A. (1993). Things that make us smart. Reading, MA: Addison-Wesley.Google Scholar
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn. Washington, DC: National Academy Press.Google Scholar
*Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84, 405–412.CrossRefGoogle Scholar
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, R. E., & Raths, J. (2001). A taxonomy of learning for teaching: A revision of Bloom's taxonomy of educational objectives. New York: Addison-Wesley-Longman.Google Scholar
*Mayer, R. E. (2008). Learning and instruction (2nd ed). Upper Saddle River, NJ: Pearson Prentice Hall Merrill.Google ScholarPubMed
*Mayer, R. E. (1999). Designing instruction for constructivist learning. In Reigeluth, C. M. (Ed.), Instructional design theories and models (pp. 141–159). Mahwah, NJ: Erlbaum.Google Scholar
*Mayer, R. E. (2004). Should there be a three strikes rule against pure discover learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.CrossRefGoogle Scholar
*Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles of multimedia instruction. American Psychologist, 63(8), 760–769.CrossRefGoogle ScholarPubMed
Stokes, D. E. (1997). Pasteur's quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution Press.Google Scholar

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