Introduction to Multimedia Learning

Mayer, R.E. (Ed.) (2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge. [Chapters 1]


Multimedia learning hypothesis: people can learn from words and pictures than from words alone.
Multimedia: presenting both words (verbal form: spoken or printed text) and pictures (pictorial form: illustrations, photos, animation or video).
How to characterize form of presentation:
1- delivery media view: focuses on technology rather than the learner
2- presentation modes view: presenting material in verbal and pictorial forms - the same idea with dual coding theory
3- sensory media view: pictures are processed visually 
Mayer rejects the delivery media view.


Multimedia Learning: Building mental representations from words and pictures - which is the focus of Mayer's cognitive theory of multimedia


Multimedia Instruction: Presenting words and pictures that are intended to promote learning


Why Multimedia Learning
Students perform well both on retention and transfer tests, and on problem solving transfer tests when pictures and words are presented together than words only.


If there is two channels for information processing, one for verbal and one for visual material, then 
- quantitative rationale suggests that more material can be presented on two channels than one, 
- qualitative rationale suggests that understanding occurs when learner builds a meaningful connection between visual and verbal representations. - while building this connection, learner can create a deeper understanding


Basic Principles of Multimedia
multimedia principle: people learn better from words and pictures than from words alone.
split-attention principle: people learn better when words and pictures are physically and temporally integrated.
modality principle: people learn better from graphics and narration than form graphics and printed text
redundancy principle: people learn better when the same information is not presented in more than one form
segmenting, pretraining and modality principles:  people learn better from a multimedia message
 - when it is presented in segments; 
 -  that they know the names and characteristics of the main concept
 - when the words are spoken instead of written
coherence, spatial contiguity, temporal contiguity and redundancy principles: people learn better
 - when extraneous material is excluded
 - when cues are added that highlight the organization of material
 - when corresponding words and pictures are presented near on the screen or page or in time
 - from graphics and narration rather than graphics and on screen text
personalization, voice, and image principles: people learn better 
 - when words are in a conversational style rather than formal
- when the words are spoken in (standard accented) human voice rather than machine voice (or foreign accented human voice)
-people do not necessarily learn better when the speaker's image is on screen 


Advanced Principles of Multimedia 
guided-discovery principle: people learn better when guidance is incorporated into discovery-based multimedia environments
worked-out principle: people learn better when they receive worked-out examples in initial skill learning
collaboration principle: people learn better with collaborative online learning activities
self-explanation principle: people learn better when they are encouraged to generate self-explanations during learning 
animation and interactivity principle: people do not necessarily learn better from animation than from static diagrams
navigation principle: people learn better in hypertext environments when appropriate navigation aids are provided
site map principle: people learn better in an online environment when the interface includes a map showing where the learner is 
prior knowledge principle: Instructional design principles that enhance multimedia learning for novices  may hinder multimedia learning for more expert learners 
cognitive aging principle:  Instructional design principles that effectively expand working memory capacity are especially helpful for older learners


Technology-centered vs. Learner-centered 
Mayer points out the failures with technology-centered approach:Instead of adapting technology for humans, the humans are forced to adapt the technology.
However, learner-centered approach understands the human first. Norman calls this human-centered technology


Multimedia learning as knowledge construction (active learner) instead of:
 - response strengthening (passive learner, receiver of rewards or punishments), or
 - information acquisition (passive learner, reciever of information ) 
In the knowledge construction approach, multimedia's goal is cognitive guidance system 


Two goals of learning:
- remembering
- understanding


Three kinds of multimedia learning outcomes
No learning: no retention or no transfer
Rote learning: good retention but no transfer
Meaningful learning: both retention and transfer of knowledge to other problems


Two kinds of active learning:
 Research shows meaningful learning depends on learner's cognitive activity rather than behavorial activity