Multimedia Principles -Cognitive Load Theory- (Week 1- 27.02.2020)


Multimedia Principles -Cognitive Load Theory


According to Mayer and Moreno, the verbal (auditory) channel is responsible for processing music, sound accompanying video, and spoken words. The visual channel processes written text, animation, still images, and moving video images. This is an essential part of the  cognitive theory of multimedia learning (CTML) 



According to Cognitive Load Theory learning happens best under conditions that are aligned with human cognitive architecture. Basically this theory is related to how humans receive and process information.
"Cognitive load" relates to the amount of information that working memory can hold at one time. Sweller said that, since working memory has a limited capacity, instructional methods should avoid overloading it with additional activities that don't directly contribute to learning.

CLT identifies three categories of cognitive load: intrinsic, extraneous, and germane. Intrinsic load is the load caused by the complexity of the materials to be learned and, thus, the complexity of the schemas that must be acquired. Germane load refers to the WM resources required to deal with intrinsic cognitive load. Extraneous load is the load caused by poorly designed instructional procedures that interfere with schema acquisition. 

The split‐attention effect provides one example of the consequences of inappropriate cognitive activities caused by poor instructional design. Learners are often forced to split their attention between and mentally integrate disparate sources of information (e.g., text and diagrams) before the instructional material can be rendered intelligible. This preliminary process of mental integration, while an essential precursor to learning, is likely to impose a heavy extraneous cognitive load.

Poor instructional design can lead to overloading a learner’s limited working memory. People can only hold between five and nine items in their working memory. As soon as the next item arrives, one drops out if it hasn’t already been consigned to long-term memory.Therefore teachers should take into account CLT while teaching.




References

  • Richard E. Mayer (2014). The Cambridge Handbook of Multimedia Learning Cambridge University Press


  • Sweller, J. (1999). Instructional design in technical areas. Melbourne: ACER Press.

    Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 19–30). Cambridge, UK: Cambridge University Press. 

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