“cognitive theory of multimedia learning (CTML) incorporates several concepts from both the science of learning (how people learn) and the science of instruction (how to design instruction).[1] It is built on the philosophy that “the design of e-learning courses should be based on a cognitive theory of how people learn and on scientifically valid research studies.”
During the course learning, I have learned a lot of knowledge about multimedia, which makes me understand well and apply it. How to make my study more interesting and how to provide more novel forms when I do homework?
This content in the course impressed me deeply:
Five principles to reduce irrelevancy
The principle of consistency: when extraneous material is excluded from a multimedia course, people learn better.
The Signaling Principle: People learn better when they emphasize basic words.
Principle of Redundancy: People learn better from animations with voiceover than from animations with voiceover and text, unless the on-screen text is short, highlights the key actions described in the voiceover, and is placed next to the graphic parts it describes.
The Spatial Freedom Principle: People learn better when corresponding words and pictures are displayed on a page or screen, rather than when they are far from each other.
Rule of Temporary Ego: People learn better when the corresponding narrative and animation are presented at the same time, rather than consecutively (i.e., words are expressed simultaneously in the animation).
Source: University of British Columbia: Cognitive Theory of Multimedia Learning
This video can help us know what is the multimedia?
When I used PowerPoint to give a speech, I used a very cheerful background music, and the volume was a little too loud. I thought it was very interesting and novel, but it actually caused a lot of burden in my multimedia design and learning.
While I read Mayer’s book I found out something really important:
“The coherence principle is about minimizing extraneous processing. Instructors should not include information in their multimedia messages that will not be assessed, is merely intended to “spice up” the presentation, or distracts from learning goals overall.
Mayer also warns against including seductive details (interesting but irrelevant material that the presenter might include to re-engage the audience or create emotional responses), which the audience often retains better than the intended core message (p. 97). Given that learning is an active process, these extraneous details may interfere with learners’ construction of mental models to represent the material.
To address this principle:
Include only graphics, text, and narration that support learning goals (i.e., don’t use decorative images or supplemental materials).
Don’t use background music.
Use simple visuals (as opposed to realistic or detailed visuals).”
Bibliography：
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, England: Cambridge University Press.