Multimedia Cognitive Learning Theory (Meyer, 2001), basically – there are three assumptions:<\/p>\n
1. 2 separate channel for input – audio + visual
\n2. Limited to 7 elements
\n3. Active learning – build connectivity between separate channel<\/p>\n
Learn more from\u00a0https:\/\/www.youtube.com\/watch?v=sP98_CTjXNo<\/a><\/p>\n 12 Principles for Multimedia Learning Theory<\/strong><\/p>\n In the book Multimedia Learning (Cambridge Press, 2001), Richard E. Mayer discusses twelve principles that shape the design and organization of multimedia presentations: https:\/\/www.youtube.com\/watch?v=0aq2P0DZqEI&t=63s <\/a><\/p>\n or here<\/p>\n https:\/\/www.youtube.com\/watch?v=stJ-MkTgRFs&t=138s<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" Multimedia Cognitive Learning Theory (Meyer, 2001), basically – there are three assumptions: 1. 2 separate channel for input – audio + visual 2. Limited to 7 elements 3. Active learning – build connectivity between separate channel Learn more from\u00a0https:\/\/www.youtube.com\/watch?v=sP98_CTjXNo 12 … Continue reading
\n1. Coherence Principle \u2013 People learn better when extraneous words, pictures, and sounds are excluded rather than included.
\n2. Signaling Principle \u2013 People learn better when cues that highlight the organization of the essential material are added.
\n3. Redundancy Principle \u2013 People learn better from graphics and narration than from graphics, narration and on-screen text.
\n4. Spatial Contiguity Principle \u2013 People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
\n5. Temporal Contiguity Principle \u2013 People learn better when corresponding words and pictures are presented simultaneously rather than successively.
\n6. Segmenting Principle \u2013 People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit.
\n7. Pre-training Principle \u2013 People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.
\n8. Modality Principle \u2013 People learn better from graphics and narration than from animation and on-screen text.
\n9. Multimedia Principle \u2013 People learn better from words and pictures than from words alone.
\n10. Personalization Principle \u2013 People learn better from multimedia lessons when words are in conversational style rather than formal style.
\n11. Voice Principle \u2013 People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.
\n12. Image Principle \u2013 People do not necessarily learn better from a multimedia lesson when the speaker\u2019s image is added to the screen<\/p>\n