Summary of the book The Cambridge Handbook of Multimedia Learning. Written for the course Learning & Instruction at the University of Twente. The following chapters are summarized: 1, 3, 6, 8, 11, 13, 15, 17, 18, 23.
The Cambridge Handbook of Multimedia Learning
Summary
1. Introduction to Multimedia Learning
Introduction
Multimedia learning: learning from words and pictures. People learn more from words and pictures
than from words alone.
What is Multimedia Learning?
Multimedia
Three definitions:
Multimedia: Presenting words (such as printed text or spoken text) and pictures
(such as illustrations, photos, animation, or video).
Multimedia Learning: Building mental representations from words and pictures.
Multimedia Instruction: Presenting words and pictures that are intended to promote learning.
Three forms to use when multimedia involves presenting materials in two or more forms:
I. Delivery Media View: Multimedia requires two or more delivery devices, such as a
computer screen and amplified speakers.
II. Presentation Modes View: Multimedia requires verbal and pictorial representations, such
as printed text and illustrations. This is the best form.
III. Sensory Modalities View: Multimedia requires auditory and visual senses, such as a
lecture and slides.
Multimedia Learning
Multimedia refers to the presentation of words and pictures.
Multimedia learning refers to the learner’s construction of knowledge from words and pictures.
Multimedia Instruction
Refers to designing multimedia learning environments in ways that help people build mental
representations. It involves words and pictures that are intended to promote learning.
What is the Rationale for Multimedia Learning?
When words and pictures are presented together as in a narrated animation, students perform well
both on retention and on transfer tests (this finding is called the multimedia principle).
The multimedia principle epitomizes the rationale for studying multimedia learning. The rationale for
multimedia presentations – that is, presenting material in words and pictures – is that it takes
advantage of the full capacity of humans for processing information.
Why might two channels be better than one?
Quantitative rationale: two channels give more info at the same time (poor reason).
Qualitative rationale: words and pictures, while qualitatively different, can complement one
another. This enriches mental representations. The qualitative rationale suggests that
understanding occurs when learners are able to build meaningful connections between
pictorial and verbal representations.
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,Technology-centered versus learner-centered approaches to multimedia learning
Design approach Starting Point Goal Issues
Technology Capabilities of Provide access How can we use cutting-edge technology
centered multimedia to information in designing multimedia instruction?
Learner centered How the human Aid human How can we adapt multimedia
mind works cognition technology to aid human cognition?
Technology centered approach
Most straightforward approach to multimedia design. Focus on cutting-edge advances in multimedia
technology. Important to determine which technology is most effective in presenting information
(e.g., do students learn as well from an online lecture as from a live lecture?).
Downside: generally fails to lead to lasting improvements in educations. The focus was on giving
people access to the latest technology rather than helping people to learn with the aid of technology.
Learner centered approach
Focus on using multimedia technology as an aid to human cognition. Premise of this approach is that
multimedia designs that are consistent with the way the human mind works are more effective in
fostering learning than those that are not.
Technology should serve us as it can expand our cognitive capabilities. Technology should
complement human abilities, aid those activities for which we are poorly suited, and enhance and
develop those for which we are ideally suited.
Three Metaphors of Multimedia Learning: Response Strengthening, Information Acquisition, and
Knowledge Construction
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,Response strengthening
Learning involves increasing or decreasing the connection between a stimulus and a
response.
Underlying principle is that the connection is strengthened if a response is followed by a
reward and is weakened if the response is followed by a punishment.
Multimedia is an exercise system for practicing skills with feedback.
Thorndike’s Law of Effect: "responses that produce a satisfying effect in a particular situation
become more likely to occur again in that situation, and responses that produce a
discomforting effect become less likely to occur again in that situation."
Drill and practice.
E.g., (remedial) math apps.
Effective if material should be remembered – if the goal of instruction is to help people learn
certain specific skills.
Ineffective if material is to be understood – if the goal of instruction is to help people learn
certain concepts and strategies that can be applied to new situations.
Information Acquisition
Learning involves adding information to one’s memory.
Underlying metaphor is that of multimedia as a delivery system; according to this metaphor,
multimedia is a vehicle for efficiently delivering information to the learner.
o Transmission view of learning.
o Neglects the role of prior knowledge.
o Neglects the fact that people store the meaning of information, not the isolated,
literal representation of that information.
Downside: when your goal is to promote understanding of the presented material, this view
is not very helpful. When people are trying to understand presented material they do not
carefully store each word like tape recorders. Rather, humans focus on the meaning of
presented material and interpret it in light of their prior knowledge.
Knowledge Construction
Multimedia is a sense-making guide that fosters meaningful learning. Knowledge is personally
constructed by the learner and cannot be delivered in exact form from one mind to another.
It’s an aid to knowledge construction.
This view is consistent with the research base on how people learn. It offers a more useful
conception of learning when the goal is to help people understand and use what they have
learned.
o Conception embraced by Mayer.
3
, Three kinds of Multimedia Learning Outcomes: No learning, Rote Learning, and Meaningful
Learning
Two kinds of goals of learning: remembering and understanding.
Goal Definition Test Sample test item
Remembering Ability to reproduce or Retention or Write down all you can remember from
recognize presented Recognition the presentation you just studied.
material. Select what was presented.
Understanding Ability to use presented Transfer List some ways to improve the reliability
material in novel situations. of the device you just read about.
Outcomes Of Multimedia Learning
No learning: the learner lacks knowledge.
Rote learning: the learner has knowledge that can be remembered but cannot be used in new
situations.
Meaningful learning: the learner’s knowledge is organized into an integrated representation.
Two Kinds of Active Learning: Behavioral Activity versus Cognitive Activity
The best way to promote meaningful learning outcomes rests in active learning.
Meaningful learning outcomes are fostered by active learning.
Research shows that meaningful learning depends on the learner’s cognitive activity during
learning.
Well-designed multimedia instructional messages can promote active cognitive processing in
learners, even when learners seem to be behaviorally inactive.
Basic principles that are not mentioned
Multimedia principle: use words and graphics rather than words alone.
Contiguity principle: Align words to corresponding graphics.
Redundancy principle: Explain visuals with words in audio or text but not both.
Coherence principle: Adding extra material can hurt learning.
Personalization principle: Provide social cues.
Glossary
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