Cognitive Theory of Multimedia Learning

Introduction
The Cognitive Theory of Multimedia Learning attempts to explain how we process multimedia information, and provides principles technical communicators can use when designing for learning. Multimedia is defined as a combination of spoken or written text and graphical imagery such as illustrations, photos, animations, or videos. The overall goal is to help technical communicators “combine words and pictures in ways that maximize learning effectiveness".

Theory Overview
The Cognitive Theory of Multimedia Learning was developed by Richard E. Mayer and others. It builds upon other cognitivist theories, including Baddeley's model of working memory, Paivio's dual coding theory, and Sweller's theory of cognitive load. Three main principles apply to the theory as discussed by Clark and Mayer:


 * 1) Dual channels: People process visual and auditory information on separate channels.
 * 2) Limited capacity: People are limited in the amount of information they can processs on either channel at one time.
 * 3) Active processing: People learn when they select relevant words and images, organize the material, and integrate it with the information they already know.[3]



Principles of Multimedia Instruction
The Cognitive Theory of Multimedia Learning includes a set of principles Technical Communicators can use when designing information that is meant for instruction or learning.The principles can be separated into three categories, extraneous processing, essential processing, and generative processing.[3]

Extraneous Processing Principles
Extraneous processing principles are aimed at supporting the instructional objective and layout.[3]

Coherence Principle
People learn better when irrelevant material is not included. Technical communicators should remove any words, pictures, or sounds that do not contribute to the learning. This focuses the learner's attention on the elements necessary for learning, and eliminates those that may cause distraction.[2]

Signaling Principle
People learn better when organizational cues are included that highlight the essential material. Technical communicators should organize material so that simpler concepts are presented before complex ones. They should also include elements that highlight the organization, such as headings, summaries, and other design strategies. This helps learners process the material easier, and remember essential information.[2]

Redundancy Principle
People learn better from graphics and narration than from graphics, printed text, and redundant narration. [4] Technical communicators should avoid narration that reads the on-screen text when graphics are included. However, if no graphics are included, then narration that reads on-screen text is better for learners. In other words, it is best for Technical Communicators to explain graphics with words in audio or text, but not both.[4]

Spatial Continguity Principle
People learn better when words and graphics that are related are placed near each other on the page or screen. Technical communicators should place words that explain the concept, and the images or graphics that enforce the words, near each other. When learners see the information together, they are able to recognize the relationship between them, and understand the concept more fully.[2]

Temporal Contiguity Principle
People learn better when words and graphics that are related are shown at the same time on the page or screen, rather than one after another. Similar to spatial contiguity principle, when learners see the words and corresponding images presented at the same time, they are better able to recognize the relationships between them and understand the concept more fully.[2]

Essential Processing Principles
Essential processing principles are aimed at "mentally representing the core material" (selecting relevant material. These principles are influenced by the complexity of the material.[3]

Segmenting Principle
People learn better when a multimedia lesson is broken up into smaller, user-paced segments, rather than as a long, continuous unit. Technical communicators should break up continuous lessons into smaller segments. This allows the learner to take small breaks between segments to process the information presented.

Pre-training Principle
People learn better when they receive pre-training about key concepts, including names and characteristics. When introducing a new concept, technical communicators should include names and other characteristics of the key components in the first few screens. This knowledge makes Learners feel more comfortable going ahead with the learning.[2]

Modality Principle
People learn better from graphics and narration than from graphics and printed text. Technical communicators should use audio, especially when complex animations or other graphic visuals are included. However, reference information, such as directions for an exercise, should use words instead of audio. And, if audio is included, it is important for Technical communicators to allow the learner to replay the audio.[4]

Generative Processing Principles
Generative processing principles are aimed at creating a "deeper understanding of the core material" (organizing and integrating). When these principles are followed, learners are motivated to make sense of the material.[3]

Multimedia Principle
People learn better from words and related graphics than from words alone. [4] Technical communicators should include graphics, diagrams, images and other visual aids with their text whenever possible.

Personalization Principle
People learn better when text is written in an informal, conversational style, rather than a formal style. Technical communicators should use informal, conversational style for words and/or audio. This increases learner's engagement with the material and their ability to pay attention.[2]

Voice Principle
People learn better when narration is spoken in a friendly human voice rather than a machine voice. Learners are more engaged in the learning when a human voice talent is used instead of a machine voice, such as is used with text-to-speech.[2]

Image Principle
People do not necessarily learn more deeply from a multimedia presentation when the speaker's image is on the screen rather than not on the screen.