The document summarizes the Cognitive Theory of Multimedia Learning, which posits that combining words and pictures enhances learning more than words alone. The theory is based on the assumptions that the brain processes auditory and visual information through separate channels and learning is an active process. It outlines principles for designing effective multimedia presentations, such as reducing extraneous processing, managing essential processing load, and fostering generative processing.

1. Cognitive Theory of Multi-Media Learning : Guiding
Principles for Designing Media Presentations
Based upon Research-Based Principles of Multimedia Learning
By Richard E. Mayer

2. Cognitive Theory of Multi-Media
Learning
• The multi-media learning theory posits that learning is enhanced by a
combination of words and pictures rather than from words alone. What
this means is that the brain does not interpret a multimedia presentation
of words, pictures, and auditory information in a mutually exclusive
fashion; rather, these elements are selected and organized dynamically to
produce logical mental constructs.
• Design principles including providing coherent verbal, pictorial
information, guiding the learners to select relevant words and images, and
reducing the load for a single processing channel etc. can be entailed from
this theory.

3. Theoretical Assumptions
• The theory is based on three main assumptions: there are
two separate channels (auditory and visual) for processing
information; there is limited channel capacity; and that
learning is an active process of filtering, selecting,
organizing, and integrating information. The theory
proposes three main assumptions when it comes to
learning with multimedia:
• Dual-Channels: There are two separate channels (auditory
and visual) for processing information.
• Each channel has a limited capacity.
• Learning is an active process of filtering, selecting,
organizing, and integrating information based upon prior
knowledge.

4. Cognitive Theory of Multimedia
Learning
MULT IMEDIA SENSORY LONG-T ERM
P RESENT AT ION MEM ORY WO RK ING M EMORY MEM ORY
selecting Sounds organizing Verbal
Words Ears words words Model
int egrat ing
PP rior
rior
Knowledge
Knowledge
selecting Images organizing P ict orial
P ict ures Eyes im ages im ages Model

5. Challenges to Multimedia Learning
1. Reduce extraneous processing
2. Manage essential processing
3. Foster generative processing

6. Five Cognitive Processes for
Meaningful Learning
1. Selecting words
2. Selecting images
3. Organizing words
4. Organizing images
5. Integrating

7. Three Demands on Multimedia Learning
Extraneous processing
Cognitive processing that is not related to the objective
of the lesson.
Involves no learning processes.
Essential processing
Basic cognitive processing that is relevant to the objective
of the lesson.
Involves selecting and some organizing.
Generative processing
Deep cognitive processing that is relevant to the objective
of the lesson.
Involves organizing and integrating.

8. Cognitive Capacity = Extraneous Processing + Essential Processing
+ Generative Processing
Extraneous Overload
Extraneous processing exhausts cognitive capacity.
Occurs when lesson contains extraneous material or is poorly
designed.
Essential Overload
Essential processing exhausts cognitive capacity.
Occurs when lesson is difficult, lesson is presented at a fast pace,
and the learner is unfamiliar with the material.
Generative Underutilization
Learner has cognitive capacity available but
does not engage in sufficient generative processing.
Occurs when learner lacks motivation, does not exert effort.

9. Reduce Extraneous Processing
Problem: Extraneous Processing + Intrinsic Processing + Generative
Processing Exceeds Cognitive Capacity
Solution: Reduce Extraneous Processing
1. Coherence principle
2. Signaling principle
3. Redundancy principle
4. Spatial contiguity principle
5. Temporal contiguity principle

10. Coherence Principle
People learn more deeply when extraneous
material is excluded rather than included.

11. Signaling Principle
People learn more deeply when cues are
added that highlight the main ideas and
organization of the words.

12. Redundancy Principle
People learn more deeply from animation and
narration than from animation, narration, and
on-screen text.

13. Spatial Contiguity Principle
People learn more deeply when
corresponding printed words and graphics are
placed near rather than far from each other
on the page or screen.

14. Temporal Contiguity Principle
People learn more deeply when corresponding
graphics and narration are presented
simultaneously rather than successively

15. Manage Essential Processing
Problem: Essential Processing + Generative Processing
Exceeds Cognitive Capacity
Solution: Manage Essential Processing
1. Segmenting principle
2. Pre-training principle
3. Modality principle

16. Segmenting Principle:
People learn more deeply when a narrated
animation is presented in learner-paced
segments than as a continuous unit.

17. Pre-training Principle
People learn more deeply from a narrated
animation when they have had training in the
names and characteristics of the main
concepts.

18. Modality Principle
People learn more deeply from graphics and
narration than from graphics and on-screen
text.

19. Foster Generative Processing
Problem: Insufficient Generative Processing Although
Cognitive Capacity is Available
Solution: Foster Generative Processing
1. Personalization principle
2. Voice principle

20. Personalization Principle
People learn more deeply when words are in
conversational style rather than formal style.

21. Voice Principle:
People learn more deeply when the narration
is spoken in a standard-accented human voice
than a machine voice or foreign-accented
human voice.