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2 results

  • 19 - Principles for Managing Essential Processing in Multimedia Learning

  • from Part V - Principles for Managing Essential Processing in Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 243-260

  • Summary

    When a multimedia lesson containing complicated material is presented at a fast pace, the result can be a form of cognitive overload called essential overload. Three multimedia design methods intended to minimize essential overload are the segmenting, pre-training, and modality principles. The segmenting principle is that people learn more deeply when a multimedia message is presented in learner-paced segments rather than as a continuous unit. The pre-training principle is that people learn more deeply from a multimedia message when they know the names and characteristics of the main concepts. The modality principle is that people learn more deeply from a multimedia message when the words are spoken rather than printed.

  • 17 - The Self-Explanation Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 413-432

  • Summary

    Essential overload occurs when the amount of essential cognitive processing required by the multimedia instructional message exceeds the learner's cognitive capacity. This chapter examines the research evidence concerning three principles of multimedia design aimed at minimizing the effects of essential overload: the segmenting principle, the pre-training principle, and the modality principle. According to the cognitive theory of multimedia learning, the three ways to handle an essential overload situation are to allow the learner to slow down the pace of presentation (segmenting principle), provide the learner with knowledge that reduces the need for cognitive processing of the presentation (pre-training principle), or off-load some of the visual information onto the auditory channel (modality principle). The research reviewed in the chapter shows that instructional designers should be sensitive to working memory constraints when presenting a complex multimedia lesson.