Introduction
Richard E. Mayer was a professor of psychology at the University of California, Santa Barbara since 1975. He was a winner of distinguished contribution of application of psychology to education and training awards from the American psychological association 2008.
Dr. Mayer researched concern the interaction of cognition, instruction and technology including multimedia learning, mathematical problem solving and human-computer interaction.
The theory of multimedia learning which states that meaningful learning occurs when learning engages in appropriate verbal and visuospatial thinking (Mayer 2002)
This theory it based on assumption of cognitive learning which should be considered when designing meaningful multimedia learning which includes Dual channel assumption, limited channel assumption and active process assumption
Dual channel assumption. This theory takes into account that the working memory is divided into two parts, visual and auditory. Due to the separate workings of the memory, the human cognitive system has two channels for processing and incorporating information. The mind therefore conducts dual coding when multiple sources of information (text and picture) are included in a presentation. Simultaneous intake of multiple sources of information creates a higher chance of overloading the brain’s visual processor (modality effect). To correct the overload, the presenter should change the written text into voiced narration
Limited channel assumption. The theory states that individuals have a limited capacity within each channel for storing, organizing, and retrieving knowledge (Mayer, 2002). When the working capacity is exceeded, cognitive overload may occur. In multimedia presentations, this overload is common when the student is receiving the same information in two or more formats, such as narration and text.
Active processing assumption. This theory takes into account how the mind actively processes incoming information. Meaningful learning occurs when humans actively process and organize audio and visual information (Mayer, 2002). Cognitive linking occurs when the verbal and audio channels make long-term referential connections.
Task
MEMORY STORES IN MULTIMEDIA LEARNING
Sensory Memory
Pictures and words come in from the outside world as a multimedia presentation and enter sensory memory through eyes and ears. Sensory memory allows for pictures and printed text to be held as exact visual images for a very brief time period in a visual sensory memory and for spoken words and other sounds to be held as exact auditory sensory memory.
Working Memory
The central work of multimedia learning takes place in working memory. Working memory is used for temporally holding and manipulating knowledge in active consciousness
Long Term Memory
Long term memory correspond to the learner’s storehouse of knowledge. Unlike working memory, long term memory can hold large amount of knowledge over long periods of time. To actively think about material in long term memory, it must be brought into working memory back.
RESOURCES
Speaker, projector, electricity power sources
Process
Cognitive process of multimedia learning
Three processes that are essential for active learning are selecting relevant material, organizing selected material and integrating selected material with existing knowledge
v Selecting relevant material occurs when a learner pays attention to appropriate words and images in the presented material. This process involves bringing material from the outside into the working memory component of the cognitive system.
v Organizing selected material involves building structural relations among the elements. This process takes place within the working memory component of the cognitive system.
v Integrating selected material with existing knowledges involves building connections between incoming material and relevant portions of prior knowledge. This process involves activating knowledge in long term memory and bringing it into working memory
Evaluation
The research has observed that;
v People learn better when the material is organized with clear outlines and headings (the Signaling Principle).
v People learn better when information is presented in bite-size segments (the Segmentation Principle).
v People understand a multimedia explanation better when the words are presented as narration rather than on-screen text (the Modality Principle).
v People learn better from words and pictures than from words alone (the Multimedia Principle).
v People learn better when extraneous material is excluded rather than included (the Coherence Principle).
Conclusion
CONCLUSION
Regardless technology and software development, the way human mind and learning will remain. The theory of multimedia learning offers us as Instructional Designer, humanistic ways to design our instructional multimedia to success