Mayer's principles for multimedia learning | instructional design

 


  • Germane cognitive load: the mental effort required to process the task's information, make sense of it, and access and/or store it in long-term memory (for example, seeing a math problem, identifying the values and operations involved, and eLearning Companies understanding that your task is to solve the math problem).
  • Intrinsic cognitive load: the mental effort required to perform the task itself (for example, actually solving the math problem).
  • Extraneous cognitive load: the mental effort imposed by the way that the task is delivered, which may or may not be efficient (for example, finding the math problem eLearning Solutions you are supposed to solve on a page that also contains advertisements for books about math).

The multimedia instructional design principles identified by Mayer, Sweller, Moreno, and their colleagues are largely focused on minimizing extraneous cognitive load and managing intrinsic and germane loads at levels that are appropriate for the learner. Examples of these principles in practice include

  • Reducing extraneous load by eliminating visual and auditory effects and elements that are not central to the lesson, such as 
  • Reducing germane load by delivering verbal information through audio presentation (narration) while delivering relevant visual Training Companies information through static images or animations (the modality principle)
  • Controlling intrinsic load by breaking the lesson into smaller segments and giving learners control over the pace at which they move forward through the lesson material (the segmenting principle).

Cognitive load theory (and by extension many of the multimedia instructional design principles) is based in part on a model that proposed that working eLearning Companies USA memory has two largely independent, limited capacity sub-components that tend to work in parallel – one visual and one verbal/acoustic. This gave rise to first proposed by and later applied to multimedia learning by  According to Mayer, separate channels of working Rapid eLearning Companies memory process auditory and visual information during any lesson. Consequently, a learner can use more cognitive processing capacities to study materials that combine auditory verbal information with visual graphical information than to process materials that combine printed (visual) text with visual graphical information. In other words, the multi-modal materials reduce the cognitive load imposed on working memory.

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