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learning_theories:cognitive_theory_of_multimedia_learning [2012/01/12 11:42]
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learning_theories:cognitive_theory_of_multimedia_learning [2013/09/11 12:31] (current)
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   - **Dual-channel assumption** - The verbal and visual channels (similar to what Baddeley called //​phonological loop system// and //​visuospatial sketchpad//​(([[http://​books.google.hr/​books?​id=ymJ9o-w_6WEC&​printsec=frontcover&​dq=Mayer,​+Richard+E.+Multim%C3%A9dia+learning&​hl=hr&​ei=XMNrTeSmG43ItAbaprn3DA&​sa=X&​oi=book_result&​ct=result&​resnum=1&​ved=0CCcQ6AEwAA#​v=onepage&​q&​f=false|Mayer,​ Richard E. Multimédia learning. Cambridge University Press, 2001.]]))) in our working memory are separated and can be used for processing information simultaneously thus enhancing process of learning. The suggestion that human working memory has more sub-components firstly came from the working memory models designed by [[http://​www.york.ac.uk/​psychology/​staff/​faculty/​ab50/​|Alan Baddeley]] and [[http://​www.york.ac.uk/​res/​wml/​ghitch.html|Graham Hitch]] in 1974(([[http://​dionysus.psych.wisc.edu/​Lit/​Articles/​BaddeleyA1974a.pdf|Baddeley,​ A. D., Hitch, G. J. Working Memory. In Bower, G.A. The psychology of learning and motivation: advances in research and theory. 8. New York: Academic Press. pp. 47–89. 1974.]])) and reviewed by Baddeley in 1992(([[http://​www.sciencemag.org/​content/​255/​5044/​556.abstract|Baddeley,​ A. Working memory. Science (New York, N.Y.) 255, no. 5044: 556-559. January 31, 1992.]])). These findings where further incorporated to the [[learning_theories:​Dual coding theory]] by [[http://​en.wikipedia.org/​wiki/​Allan_Paivio|Allan Paivio]](([[http://​www.ebook3000.com/​Mental-Representations--A-Dual-Coding-Approach_123738.html|Paivio,​ A. Mental representations:​ A dual coding approach. Oxford, England: Oxford University Press. 1986.]])) and later by Mayer and his colleagues.   - **Dual-channel assumption** - The verbal and visual channels (similar to what Baddeley called //​phonological loop system// and //​visuospatial sketchpad//​(([[http://​books.google.hr/​books?​id=ymJ9o-w_6WEC&​printsec=frontcover&​dq=Mayer,​+Richard+E.+Multim%C3%A9dia+learning&​hl=hr&​ei=XMNrTeSmG43ItAbaprn3DA&​sa=X&​oi=book_result&​ct=result&​resnum=1&​ved=0CCcQ6AEwAA#​v=onepage&​q&​f=false|Mayer,​ Richard E. Multimédia learning. Cambridge University Press, 2001.]]))) in our working memory are separated and can be used for processing information simultaneously thus enhancing process of learning. The suggestion that human working memory has more sub-components firstly came from the working memory models designed by [[http://​www.york.ac.uk/​psychology/​staff/​faculty/​ab50/​|Alan Baddeley]] and [[http://​www.york.ac.uk/​res/​wml/​ghitch.html|Graham Hitch]] in 1974(([[http://​dionysus.psych.wisc.edu/​Lit/​Articles/​BaddeleyA1974a.pdf|Baddeley,​ A. D., Hitch, G. J. Working Memory. In Bower, G.A. The psychology of learning and motivation: advances in research and theory. 8. New York: Academic Press. pp. 47–89. 1974.]])) and reviewed by Baddeley in 1992(([[http://​www.sciencemag.org/​content/​255/​5044/​556.abstract|Baddeley,​ A. Working memory. Science (New York, N.Y.) 255, no. 5044: 556-559. January 31, 1992.]])). These findings where further incorporated to the [[learning_theories:​Dual coding theory]] by [[http://​en.wikipedia.org/​wiki/​Allan_Paivio|Allan Paivio]](([[http://​www.ebook3000.com/​Mental-Representations--A-Dual-Coding-Approach_123738.html|Paivio,​ A. Mental representations:​ A dual coding approach. Oxford, England: Oxford University Press. 1986.]])) and later by Mayer and his colleagues.
-   - **Limited capacity assumption** - As Miller'​s [[http://​tip.psychology.org/​miller.html|Information processing theory]] has shown, these channels have limited capacity(([[http://​cogprints.org/​730/​1/​miller.html|Miller,​ G. A. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychology Review 63: 81-97. 1956.]])) and limited time((Peterson,​ L. and Peterson, M. Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193–198. 1959.)) they can hold information. Too much information can therefore cause //cognitive overload//​.(([[http://​www.elizabethoc.com/9ways/article.pdf|Mayer, Richard, and Roxana Moreno. Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist 38: 43-52, March 2003.]]))+   - **Limited capacity assumption** - As Miller'​s [[http://​tip.psychology.org/​miller.html|Information processing theory]] has shown, these channels have limited capacity(([[http://​cogprints.org/​730/​1/​miller.html|Miller,​ G. A. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychology Review 63: 81-97. 1956.]])) and limited time((Peterson,​ L. and Peterson, M. Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193–198. 1959.)) they can hold information. Too much information can therefore cause //cognitive overload//​.(([[http://​www.uky.edu/~gmswan3/544/​9_ways_to_reduce_CL.pdf|Mayer, Richard, and Roxana Moreno. Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist 38: 43-52, March 2003.]]))
   - **Active-processing assumption** - Learning is an active process of collecting, organizing and integrating new information(([[http://​books.google.hr/​books?​id=ymJ9o-w_6WEC&​printsec=frontcover&​dq=Mayer,​+Richard+E.+Multim%C3%A9dia+learning&​hl=hr&​ei=XMNrTeSmG43ItAbaprn3DA&​sa=X&​oi=book_result&​ct=result&​resnum=1&​ved=0CCcQ6AEwAA#​v=onepage&​q&​f=false|Mayer,​ Richard E. Multimédia learning. Cambridge University Press, 2001.]])). Similarities with [[learning_paradigms:​constructivism|constructivist learning]] may be noticed in this definition.   - **Active-processing assumption** - Learning is an active process of collecting, organizing and integrating new information(([[http://​books.google.hr/​books?​id=ymJ9o-w_6WEC&​printsec=frontcover&​dq=Mayer,​+Richard+E.+Multim%C3%A9dia+learning&​hl=hr&​ei=XMNrTeSmG43ItAbaprn3DA&​sa=X&​oi=book_result&​ct=result&​resnum=1&​ved=0CCcQ6AEwAA#​v=onepage&​q&​f=false|Mayer,​ Richard E. Multimédia learning. Cambridge University Press, 2001.]])). Similarities with [[learning_paradigms:​constructivism|constructivist learning]] may be noticed in this definition.
  
learning_theories/cognitive_theory_of_multimedia_learning.txt · Last modified: 2013/09/11 12:31 (external edit)