Principles of Multimedia effectively to “knowledge

Learning maximize learning transmission”

- 12 principles that approach to
Who is Richard E. Mayer ?
constitute (in part) learning in favor of
- Richard E. Mayer what he refers to as a student-centered
is an American the ”cognitive “knowledge
educational theory of construction”
psychologist who multimedia model. 
has made learning”
significant
contributions to
Information Processing
theories of
- Mayer’s cognitive theory
cognition and
of multimedia learning
learning, especially
makes three assumptions
as they relate to
about how humans process
problem solving
information.
and the design of The Dual-Channel
educational  The Dual-Channel Assumption
multimedia Assumption
learning.  The Limited-  the dual-channel
- Born: 1947 (age Capacity assumption dictates
73 years),  Assumption that “humans
- Lived in :United possess separate
 The Active-
States channels for
Processing
- Residence: Santa processing visual
Assumption
Barbara, California, and auditory
United States information”
- Education: Miami  The first is the
The Active-Processing
University, Univers visual–pictorial
Assumption
ity of Michigan channel, which
- Edited works: The  The active- processes images
Cambridge processing seen through the
Handbook of assumption asserts eyes (including
Multimedia that humans don’t words displayed on
Learning, learn by just a screen)
- Richard Mayer’s passively absorbing  The other channel
seminal information. is the auditory–
book Multimedia  The cognitive verbal channel,
Learning details his theory of which processes
extensive research multimedia spoken words.
on how to structure learning
multimedia fundamentally
materials argues against a
The Limited-Capacity material and o Mayer’s cognitive
Assumption eschewing theory of
everything that multimedia
 The limited- could distract learning
capacity learners (such as - also relies heavily
assumption needless on cognitive load
suggests that animations or theory. While we
humans have a hard irrelevant discuss it in greater
limit on the amount information). depth elsewhere,
of information they
the underlying
can process at any o Intrinsic load  premise is that the
given moment. 
- (also known as kind of information
 this is probably
“essential we encounter
intuitive to anyone
processing”) during learning
who’s sat in a
refers to the leads to one of
sports bar and tried
cognitive effort three different
to watch several
required to types of processing
games at the same
represent the in the brain.
time or tried to
material in
listen to the news
working memory o Germane load
while having a
and is based on -  (also known as
conversation.
the complexity or “generative
difficulty inherent processing”) is the
to the learning effort required of
o Extraneous load  materials. learners to actually
- (also known as - Instructors should understand the
“extraneous aim to manage material and is
processing”) intrinsic load by strongly affected by
refers to wasted chunking their their motivation.
cognitive effort on materials and - Instructors should
material or details identifying optimize germane
that don’t support technical terms in load by scaffolding
the learning advance. learning and pacing
outcomes. material
- Instructors can appropriately.
minimize
extraneous load by
focusing narrowly
on the essential