Book contents
- The Cambridge Handbook of Multimedia Learning
- The Cambridge Handbook of Multimedia Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgments
- Part I Background
- 1 Introduction to Multimedia Learning
- 2 Foundations of Multimedia Learning
- 3 Fifteen Common but Questionable Principles of Multimedia Learning
- 4 Research Methods in Multimedia Learning
- Part II Theoretical Foundations
- Part III Basic Principles of Multimedia Learning
- Part IV Principles for Reducing Extraneous Processing in Multimedia Learning
- Part V Principles for Managing Essential Processing in Multimedia Learning
- Part VI Principles Based on Social and Affective Features of Multimedia Learning
- Part VII Principles Based on Generative Activity in Multimedia Learning
- Part VIII Multimedia Learning with Media
- Author Index
- Subject Index
- References
2 - Foundations of Multimedia Learning
from Part I - Background
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Multimedia Learning
- The Cambridge Handbook of Multimedia Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgments
- Part I Background
- 1 Introduction to Multimedia Learning
- 2 Foundations of Multimedia Learning
- 3 Fifteen Common but Questionable Principles of Multimedia Learning
- 4 Research Methods in Multimedia Learning
- Part II Theoretical Foundations
- Part III Basic Principles of Multimedia Learning
- Part IV Principles for Reducing Extraneous Processing in Multimedia Learning
- Part V Principles for Managing Essential Processing in Multimedia Learning
- Part VI Principles Based on Social and Affective Features of Multimedia Learning
- Part VII Principles Based on Generative Activity in Multimedia Learning
- Part VIII Multimedia Learning with Media
- Author Index
- Subject Index
- References
Summary
Mayer’s Cognitive Theory of Multimedia Learning (CTML) specifies on a cognitive level how learning from multimedia instructional messages takes place and has produced many instructional principles that can be used to strengthen learning from multimedia. In this chapter, we explore the historical foundations of the CTML in cognitive psychology and in the field of instructional design. More specifically, we discuss three foundational theories to which the CTML is related that provide a strong theoretical and empirical basis for its cognitive and instructional principles and processes. These theories are Alan Baddeley and Graham Hitch’s multistore model of memory, Allan Paivio’s dual coding theory, and John Sweller’s theory of cognitive load. We introduce these theories as they existed at the time the development of the CTML started, and discuss how they are connected to Mayer’s CTML. In addition to discussing the theoretical connections, we also discuss differences between the foundational theories and the CTML and recent developments in these theories.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Multimedia Learning , pp. 17 - 24Publisher: Cambridge University PressPrint publication year: 2021
References
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In Spence, K. W., & Spence, J. T. (eds.), The Psychology of Learning and Motivation (Vol. 2, pp. 89–195). New York: Academic Press.Google Scholar
Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423.Google Scholar
Baddeley, A. (2012). Working memory, theories models and controversy. The Annual Review of Psychology, 63, 12.11–12.29.CrossRefGoogle Scholar
Baddeley, A., & Andrade, J. (2000). Working memory and the vividness of imagery. Journal of Experimental Psychology: General, 129, 126–145.CrossRefGoogle ScholarPubMed
Baddeley, A. D., Eysenck, M. W., & Anderson, M. C. (2020). Memory. New York: Psychology Press.Google Scholar
Baddeley, A., & Hitch, G. (1974). Working memory. In Bower, G. H. (ed.), The Psychology of Learning and Motivation: Advances in Research and Theory (Vol. 8, pp. 47–89). New York: Academic Press.Google Scholar
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–170.CrossRefGoogle Scholar
DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal of Educational Psychology, 100, 223–234.CrossRefGoogle Scholar
Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23, 1–19.CrossRefGoogle Scholar
Kalyuga, S. (2014). The expertise reversal effect in multimedia learning. In Mayer, R. E. (ed.), The Cambridge Handbook of Multimedia Learning (pp. 576–597). New York: Cambridge University Press.Google Scholar
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40(1), 1–17.Google Scholar
Kirschner, P. A., Park, B., Malone, S., & Jarodzka, H. (2017). Towards a cognitive theory of multimedia assessment (CTMMA). In Spector, M., Lockee, B. B., & Childress, M. D. (eds.), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy (1st ed., pp. 1–23). Cham, Switzerland: Springer International Publishing AG.Google Scholar
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236.Google Scholar
Mayer, R. E. (2014a). Cognitive theory of multimedia learning. In Mayer, R. E. (ed.), The Cambridge Handbook of Multimedia Learning (pp. 43–71). New York: Cambridge University Press.CrossRefGoogle Scholar
Mayer, R. E. (2014b). Introduction to multimedia learning. In Mayer, R. E. (ed.), The Cambridge Handbook of Multimedia Learning (pp. 1–24). New York: Cambridge University Press.Google Scholar
Mayer, R. E. (2018). Educational psychology’s past and future contributions to the science of learning, science of instruction, and science of assessment. Journal of Educational Psychology, 110, 174–179.Google Scholar
Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70, 531–549.CrossRefGoogle ScholarPubMed
Mayer, R. E. (2020). Multimedia Learning (3rd ed.). New York: Cambridge University Press.CrossRefGoogle Scholar
Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715–726.CrossRefGoogle Scholar
Mayer, R. E., & Moreno, R. (1998). A cognitive theory of multimedia learning: Implications for design principles. In Naryanan, N. H. (ed.), Electronic Proceedings of the CHI’98 Workshop on Hyped-Media to Hyper-Media: Toward Theoretical Foundations of Design, Use and Evaluation. Available from www.researchgate.net/publication/248528255_A_Cognitive_Theory_of_Multimedia_Learning_Implications_for_Design_Principles (last accessed September 4, 2020).Google Scholar
Paivio, A. (1969). Mental imagery in associative learning and memory. Psychological Review, 76(3), 241–263.CrossRefGoogle Scholar
Paivio, A. (1975). Coding distinctions and repetition effects in memory. In Bower, G. H. (ed.), The Psychology of Learning and Motivation (Vol. 9, pp. 179–214). New York: Academic Press.Google Scholar
Paivio, A. (1990). Mental Representations: A Dual Coding Approach. New York: Oxford University Press.CrossRefGoogle Scholar
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45, 255–287.Google Scholar
Sepp, S., Howard, S. J., Tindall-Ford, S., & Paas, F. (2019). Cognitive load theory and human movement: Towards an Integrated model of working memory. Educational Psychology Review, 31, 293–317.Google Scholar
Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171, 701–703.Google Scholar
Skulmowski, A., & Rey, G. D. (2017a). Bodily effort enhances learning and metacognition: Investigating the relation between physical effort and cognition using dual-process models of embodiment. Advances in Cognitive Psychology, 13, 3–10.CrossRefGoogle ScholarPubMed
Skulmowski, A., & Rey, G. D. (2017b). Measuring cognitive load in embodied learning settings. Frontiers in Psychology, 8, 1191.Google Scholar
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.Google Scholar
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. New York: SpringerCrossRefGoogle Scholar
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296.Google Scholar
Sweller, J., van Merrienboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261–292.Google Scholar
- 2
- Cited by