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Summary of The Cambridge Handbook of Multimedia Learning (Learning & Instruction)
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Summary and lecture notes of the book Multimedia learning by R. Mayer.
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Summary The Cambridge Handbook of Multimedia Learning (Learning & Instruction)
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Lecture Hoofdstuk Extra notesLecture 1 H1 = blz. 2 H3 = blz. 6
Lecture 2 H13 = blz. 21 Blz. 22
Lecture 3 H15 = blz. 26 H23 = blz. 37 Blz. 29
Lecture 4 (vlg canvas H6) H8 = blz. 11 H11 = blz. 17 Blz. 12
Lecture 5 (vlg canvas H11 & H8 canvas) H6 = blz. 11 Blz. 25
Lecture 6 H17 = blz. 30 H18 = blz. 34 Blz. 32
1
, LEARNING & INSTRUCTION
INTRODUCTION TO MULTIMEDIA LEARNING | H1
Definitions:
- Multimedia: presenting words and pictures.
- Multimedia provides visual + aural information but is not able to provide smell, taste or
touch sensory modes.
- Multimedia learning: building mental representations from words and pictures.
o When students encounter words and graphics.
o Words are presented in verbal form.
o Pictures are presented in pictorial form.
§ Multimedia learning refers to the learner’s construction of knowledge from
words and pictures and multimedia refers to the presentation.
§ Mayers cognitieve theory of multimedia learning; Sweller’s cognitieve load
theory; Schnotz’s integrative model of text and picture comprehension;
Merrienboer’s four component instructional design theory.
- Multimedia instruction/learning environment: presenting words and pictures that are
intended to promote learning.
o Building learning environments that help people build mental representations.
Three solutions can be mentioned, when multimedia is presents material in two or more forms:
- Delivery media view: multimedia requires two or more delivery devices (computer screen
and speakers or a projects and a lecturer’s voice).
- Presentation modes view: multimedia requires verbal and pictorial representations (on-
screen text and animation or printed text and illustrations).
o Allows for a clear definition and is commonly used.
- Sensory modalities view: multimedia requires auditory and visual senses (narration and
animation or a lecture and slides).
o Basis for Paivio’s dual-code theory.
o Relevant because words can be presented as printed text or as spoken text, whereas
pictures are processed visually.
Goal studying multimedia learning: understand how to design multimedia-learning environments
that promote meaningful learning.
Multimedia learning hypothesis: people learn more deeply from words and pictures than from words
alone.
- People perform well on retention tests (explanation) and transfer tests (problem solving;
designed to measure a student’s understanding of the presented material) when words and
pictures are presented together.
Rationale for multimedia learning
Multimedia learning is based on the idea that instructional messages should be designed in light of
how human mind words.
- Humans have two information processing systems: one for verbal and one for visual
material.
- Quantitative rationale: more material can be presented on two channels than on one
channel à incomplete (because words and pictures aren’t simply two equal ways of
presenting the same material).
- Qualitative rationale: words and pictures can complement each other and that human
understanding is enhanced when learners are able to mentally integrate visual and verbal
representations.
o Two channels are not equal: words are useful for presenting certain kinds of
materials, whereas pictures are more useful for presenting other kinds of materials.
2
, o Understanding occurs when learners are able to build meaningful connections
between pictorial and verbal representations.
o Learners create deeper understanding than from words or pictures alone.
Two approaches to multimedia design:
- Technology-centered approach
o Example: construction of interactive multimedia representations in VR.
o Research often involves media research: determine which technology is most
effective in presenting information.
o Disadvantage: fails to lead to lasting improvements in education.
§ Different technologies all produce the same cycle: 1. promises about how
the technology would revolutionize education; 2. initial rush to implement
the cutting-edge technology in schools; 3. hopes and expectations are
unmet.
§ Explanation: humans need to adapt to technologies, instead of adopting
technology to needs of humans.
- Learner-centered approach
o Relation between design features and the human information processing system:
comparing designs that place light on the learner’s visual information processing
channel.
Approach Starting point Goal Issue
Technology- Capabilities of Provide access to How can we use cutting-edge
centered multimedia information technology in designing multimedia
instruction?
Learner- How the human Aid human How can we adapt multimedia
centered mind works cognition technology to aid human cognition?
Metaphors of multimedia learning
View Definition Content Learner Teacher Goal
multimedia
Response Strengthening Connections Passive Dispenser of Exercise
strengthening and weakening receiver rewards and system
connections punishments
(feedback)
Information Adding Information Passive Dispenser of Delivery
acquisition information to receiver information system (as
memory efficiently as
possible)
Knowledge Building a Knowledge Active Guidance to Cognitive
construction coherent mental sense support guidance
structure maker cognitive
processing
Multimedia as…
- Response strengthening à multimedia is an exercise system for practicing skills with
feedback.
o Learning involves increasing or decreasing the connection between a stimulus and a
response.
o The connection is strengthened if a response is followed by rewards and is weakened
if the response is followed by punishment.
3
, o Goal: multimedia is an exercise system (a system for practicing skills with feedback),
o Thorndike (1913) “Law of Effect”:
§ If a response is followed by satisfying state of affairs: more likely to occur
under the same circumstances
§ If a response if followed by an unsatisfying state of affairs: less likely to occur
under the same circumstances.
o Disadvantage:
§ Not incomplete: teaching certain cognitive skills (and motor skills) can be
best learner through drill and practice. The teaching of other kind of
knowledge (strategies and concepts) may be best taught with other methods
of instruction based on other views of learning.
§ à This view is best when the goal of instruction is to help people learn
certain specific skills, not when the goal is to help people learn certain
concepts and strategies.
• Effective if material should be remembered.
• Ineffective if material is to be understood.
- Information acquisition à multimedia as a delivery system of information to be stored in
memory.
o Learning involves adding information to one’s memory.
o Goal: multimedia is a vehicle for efficiently delivering information to the learner =
delivery system.
o This view is sometimes called:
§ The empty vessel view: learner’s mind is seen as an empty container that
needs to be filled by the teacher pouring in some information.
§ The transmission view: teacher transmits information to be received by the
learner.
§ Commodity view: information is seen as a commodity than can be moved
from one place to another.
o Disadvantage:
§ Goal is to promote understanding of the presented material = this view is not
helpful.
§ Conflicts with the research base on how people learn complex material.
Humans focus on the meaning of the material and interpret it in light of their
prior knowledge. Humans need prior knowledge. This view neglects the role
of prior knowledge.
§ Neglects the fact that people store the meaning of information, not the
isolated, literal representation of that information.
- Knowledge construction à multimedia is a cognitive aid.
o Multimedia learning is a sense-making activity in which the learner seeks to build a
coherent mental representation from the presented material.
§ It fosters meaningful learning.
o Knowledge is personally constructed and can’t be delivered in exact form from one
mind to another à same message can lead to different outcomes.
o Goal: multimedia is a sense-making guide; an aid to knowledge construction.
o Embraced by Mayer.
§ Learning only happens when it’s meaningful.
4
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