The cognitive theory of multimedia learning, developed by psychologist Richard E. Mayer and set out most fully in his 2001 book Multimedia Learning, explains how people learn from words and pictures presented together and derives principles for designing effective instructional materials. It rests on three assumptions grounded in cognitive science: that visual and auditory information are processed through separate channels, that each channel has limited capacity, and that meaningful learning requires active processing, selecting, organizing and integrating incoming material with existing knowledge. From these assumptions Mayer derived a set of empirically tested design principles, such as pairing narration with relevant images rather than on-screen text, and removing extraneous decorative material that competes for a learner's limited processing capacity.
Facts
Core ClaimRichard E. Mayer's theory (Multimedia Learning, 2001) holding that visual and auditory information process through separate limited-capacity channels, and that meaningful learning requires active selection, organization and integration. 1 FAQs
Does the cognitive theory of multimedia learning say words and pictures should be presented together?
Yes. The theory holds that learning is best when visual and verbal materials are presented together at the same time.
Yes. Richard E. Mayer's best known contribution to educational psychology is multimedia learning theory, which holds that optimal learning occurs when visual and verbal materials are presented together simultaneously rather than one after the other.
Sources
1. Wikipedia
Wikimedia FoundationRichard E. Mayer, career contributions sectionQuote, Richard E. Mayer, career contributions section
His best known contribution to the field of educational psychology is multimedia learning theory, which posits that optimal learning occurs when visual and verbal materials are presented together simultaneously.
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