Cognitive

Theory of
Multimedia
Learning
Kim Estes
ISDT 7336 Instructional Design Assessment
February 18, 2024
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 Hello, I’m...
Kim Estes
Senior Instructional Designer
Tarrant County College
Connect Campus
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 Definition
What is the Cognitive Theory of Multimedia Learning?
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 Cognitive Theory of Multimedia Learning

We learn more from pictures and words.

Our brains process these separate inputs together to construct new

knowledge.

Based on the work of Richard E. Mayer & colleagues developed in 1990s-to

early 2000s.

Emphasizes the importance of designing multimedia instructional materials

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that align with how the human cognitive system works.

 Literature
Summary
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 Literature Summary

● Originated by Richard E. Mayer in the early 1990s within educational psychology.

● Emphasizes learning effectiveness through multimedia (combining words and pictures).
● Updates include integration with cognitive load theory and principles like spatial/temporal
contiguity, coherence, and modality.
● Significantly influences instructional design by aligning material design with cognitive
processing mechanisms.
● Research supports its effectiveness across diverse domains and populations, enhancing
comprehension, retention, and application.
● Includes considerations for individual differences, suggesting customized design for
varied learner needs.
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 Applicability
Parameters
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 Applicability Parameters
● Applicable to a wide range of learners,
contexts, and learning environments.
● Relevant for designing instructional
materials combining verbal and visual
information, such as online courses,
digital textbooks, and interactive
modules.
● Applies to learners of various ages
and skill levels, considering cognitive
load and individual differences in
knowledge and learning capacity.
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● Effective in environments where
materials can be tailored to leverage
multimedia, including virtual
classrooms and self-paced learning
platforms.
● Engages learners in three key
cognitive processes: selecting,
organizing, and integrating information
for enhanced learning outcomes.
Limitations
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 Limitations
● May not fully account for individual learner differences such as prior
knowledge, learning styles, and motivational factors.
● Literature gaps in how cultural differences impact multimedia learning.
● Practical challenges in designing multimedia materials that balance
cognitive load effectively.
● Requires significant organizational resources and support for effective
implementation.
● Rapidly evolving technology and media formats can outpace research on
best practices for multimedia learning design.
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Enablers
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 Enablers

Technological advancements facilitate the A culture of innovation within educational

creation and dissemination of multimedia institutions and organizations supports the
instructional materials. application of multimedia learning principles.

Professional development opportunities for Supportive policies and investments in

educators and instructional designers to learn educational technology infrastructure are crucial
and apply multimedia learning principles. for effective multimedia learning
implementation.
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 Application
Example
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 Artifact:
Online interactive module
designed for high school
biology students learning
about cell structure.
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 Application Example Cont.
● Examine integration of visual and verbal information in the online
interactive module on cell structure.
● Use the Coherence Principle to evaluate and eliminate extraneous
content, avoiding cognitive overload.
● Assess segmentation of information and provision of cues that guide
learner's attention, following the Segmenting and Signaling Principles.
● Evaluate the module's ability to cater to diverse learner profiles,
including different levels of prior knowledge and learning speeds,
within the context of a high school biology course.
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 Thank You For
Your Time
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 References
George Saadé, R., Elgaly, S., & Nebebe, F. (2011). Examining a flow-usage model to understand multimedia-based learning.
Interdisciplinary Journal of Information, Knowledge, and Management, 6, 231–243. https://doi.org/10.28945/1495

Grimley, M. (2007). Learning from multimedia materials: The relative impact of individual differences. Educational Psychology, 27(4),
465–485. https://doi.org/10.1080/01443410601159795

Large, A., Beheshti, J., Breuleux, A., & Renaud, A. (1994). The influence of multimedia on learning. Proceedings of the Second ACM
International Conference on Multimedia - MULTIMEDIA ’94. https://doi.org/10.1145/192593.192685

Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. University of Cambridge.

Mayer, R. E. (2021). Multimedia learning. Cambridge University Press.

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1),
43–52. https://doi.org/10.1207/s15326985ep3801_6

Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better
when words are in conversational style rather than formal style. Journal of Educational Psychology, 96(2), 389–395.
https://doi.org/10.1037/0022-0663.96.2.389

McGraw Hill. (2019, April 16). Richard Mayer’s Cognitive Theory of Multimedia Learning. McGraw Hill Canada. February 13, 2024,
https://www.mheducation.ca/blog/richard-mayers-cognitive-theory-of-multimedia-learning
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 Credits.
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Images: Unsplash

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