Mayers Cognitive Theory of Multimedia Learning

Mayers Cognitive supposition of multimedia system LearningMayer describes multimedia as modern presentation modes (text, pictures etc.) and different modalities (optical, auditory etc.) that atomic number 18 presented by an merged technical system much(prenominal) as computer and internet. According to Mayer, multimedia accomplishment refers to nurture from words and pictures and multimedia instruction refers to the presentations of words and pictures. We see that Mayer describes the differences between multimedia learnedness and multimedia instruction. According to his description, multimedia instruction is the discipline actual which presents words and pictures that argon intended to promote nurture whereas multimedia learning refers to the apprentice constructed acquaintance that builds cordial representations from these words and pictures that is, multimedia instruction.Mayer (2009) states three pecks of multimedia messages. Multimedia messages sack be establish onthe delivery media such as amplified loudspeaker and computer screenpresentation modes such as words and pictures, orsensory modalities such as auditory and opthalmic.In the first view, it is all the way seen that delivery media is technology centered and cerebrate is on technology quite an than learners that is, the focus is on the devices used to present data rather than on how people learn. The other views argon learner centered. These views atomic number 18 consistent with learner centered approach and found on cognitive surmise of learning on how people learn. Moreover, these twain views are consistent with constructivist learning which is found on actively constructed companionship rather than passively transmitted and gathered. The notwithstanding distinction between these views is the sensory modalities view of multimedia is consistent with a cognitive theory of learning that assumes military personnel attain break off information treat channels for audito ry and optical processing whereas presentation modes view is consistent with a cognitive theory of learning that assumes humanes have know apart information processing channels for communicatory and pictorial knowledge.In the following figure, Mayer (2009) describes his cognitive theory of multimedia learning.Figure Cognitive Theory of Multimedia LearningThis cognitive theory of multimedia learning is based on three assumptions (2009) duple channels there are separate channels for processing visual and auditory experiences and information in humans reminiscence restrict capacity each information channel is limited in its ability to process the amount of information and experiences at whizz timeactive processing processing experience and information in channels is an active process designed to construct coherent amiable representationsAccording to this model, the learner must engage in the five cognitive processes or steps in order for meaningful learning to fade in multimedia environment. First, learner selects the relevant words for processing in literal working memory. Then, learner selects relevant images for processing in visual working memory. After that, learner organizes selected words into a oral mental model and selected images into a visual mental model. Finally, learner integrates work based and image based representations as well as prior knowledge (Mayer, 2009).Mayers cognitive theory of multimedia learning draws on Paivios (1986) dual label theory, Swellers (1988) cognitive load theory, Baddeleys (1992) model of working memory, Mayers (1996) SOI model of meaningful learning and Bruners constructivist theory.The working memory model explains what happens to information after it is perceived by the sense organs and suggests that there are separate slave systems such as phonological loop and visuo-spatial sketch pad for processing visual and verbal information (Baddeley, 1992). Dual coding theory is built on the working memory model and su ggests that humans have two separate systems for representing verbal and nonverbal information. This verbal and nonverbal information is processed otherwise and in separate channels and although these systems are structurally and functionally independent, they are also interconnected (Paivio, 1986). Cognitive load theory points the findings from studies around dual coding theory for example, information processing system is consist of two independent channels for processing and representing information which are limited in their capacity and suggests that learning happens best under conditions that are aligned with human cognitive architecture. Cognitive load theory is concerned with the way cognitive resources are focused and used during learning and problem solving (Sweller, 1988).Although Mayers cognitive theory of multimedia learning draws on many theories, Mayers multimedia theory is specifically based on Paivios dual coding theory which fundamentally assumes that humans have separate information processing channels for verbal and pictorial information for auditory and visual messages. According to Mayers theory, the learner has a visual and verbal information processing system. For example, auditory narration goes into the verbal information processing system whereas animation goes into the visual information processing system. Since dual coding theory is built on the working memory model of Baddeley and working memory includes verbal and visual channels which are phonological loop and visuo-spatial sketch pad for processing visual and verbal information, we can also say that Mayers theory is consistent with Baddeleys one. Mayer also uses Swellers cognitive load theory to understand how humans learn and humans cognitive limitations for processing information. By using cognitive load theory, Mayer suggest that presenting in addition many elements such as words and pictures in multimedia material can lead to overload to be processed in visual or verbal information processing systems. Mayer also supports the theory of constructivist learning. By considering constructivist learning theory, Mayer suggests that cognitive construction and active learning depends on the cognitive processing of the learner during learning process. For example, learner constructs new knowledge by using active learning methods such as actively and mentally engaged in learning processes although passively sitting in the guide and watching a presentation. Mayers also use his SOI model of meaningful learning while building cognitive theory of multimedia learning. In this model, learners are again knowledge constructors who pay attention to relevant words and pictures in multimedia message in order to produce meaningful learning and organize the information in coherent verbal and pictorial model, and integrate it with prior knowledge.By his theory, first, Mayer has contributed to establishing a cognitive theory of multimedia learning which builds on how peopl e learn. Mayers theory also continues to contribute niftyly to establishing theories and principles about learning in multimedia environment. Also, his theory and principles are a great resource for instructional designers to consider the cognitive processes related with learning. Instructional designers occupy to consider the learners and their memory capacities. They need to design their learning materials to maximize the focus on learning activities and minimize the learners attention to activities which are not presently related to learning. When considering new delivery media technologies such as mobile phones, pill pcs and smart phones, I think future researches need to be conducted to respect the multimedia by using this theory in a sure world context or new derivatives of theories need to be substantial from Mayers one to adapt it to recent real life conditions.