Cognitive Theory of Multimedia Learning

The cognitive theory of multimedia learning (CTML) draws together various theories of learning and cognition and applies them to the process of learning through multimedia instruction. At its core, the theory asserts that people learn more effectively from words and graphics than from words alone.

While numerous investigators have contributed to this work, we have found Mayer’s (2009) empirically derived principles of multimedia design to be the most relevant and useful for instructional designers and educators creating educational multimedia.

To reduce extraneous processing, Mayer (2009) identified five principles, based on empirical evidence, to reduce extraneous overload in the context of educational multimedia: (a) coherence, (b) redundancy, (c) signaling, (d) spatial contiguity, (e) temporal contiguity. To manage essential processing, Mayer (2009) identified three principles: a) segmenting, (b) pre-training, and (c) modality. To foster generative processing, Mayer (2009) identified three principles: (a) personalization, (b) voice, and (c) embodiment.

This brief tutorial is part of a series on Building Multimedia Learning Experiences produced by the CHDS Media Hub intended to provide short summaries and/or actionable tips for multimodal teaching and learning.