Mayer's Principles of Instruction

Richard Mayer’s seminal book Multimedia Learning details his extensive research on how to structure multimedia materials effectively to maximize learning. Relying on numerous experiments, he distills his findings into 12 principles that constitute (in part) what he refers to as the “cognitive theory of multimedia learning.” This theory and its principles provide guidance on how to create effective multimedia presentations for learning.

Mayer's cognitive theory of multimedia learning explains that the brain interprets a multimedia presentation of words, pictures, and auditory information by selecting and organizing these elements to produce logical mental constructs.

People should not waste cognitive effort on material or details that don’t support the learning outcomes. Designers and instructors should minimize extraneous load by narrowly focusing on the essential material without anything that could distract learners like animations or extra information.

The Active-Processing Assumption tells us that learners set out by attending, selecting and then integrating new models with prior knowledge. The cognitive theory of multimedia learning rejects a knowledge transmission conceptualization and explains that a student-centered knowledge construction model is more realistic. Students must work to synthesize words and pictures into meaningful information that is stored in long-term memory.

Mayer’s cognitive theory of multimedia learning is based on cognitive load theory which extends the limited capacity theory. It explains three different types of neuro-processing and the best practice in managing them.

Extraneous load – extraneous processing

Intrinsic load - essential processing required to represent the material in working memory cased on inherent difficulty of materials. This should be addressed with introducing the material in chunks of information and technical terms.

Germane load - generative processing based on student understanding and motivation. This should be addressed by scaffolding and appropriate pacing.

Therefore, as an instructional designer, I do find this theory helpful in designing an effective multimedia instruction?

Textual, graphical, video, and audio information are important for optimal learning?

The cognitive theory of multimedia learning is based on three cognitive science principles of learning:

the human information processing system includes dual channels for visual/pictorial and auditory/ verbal processing (i.e., dual-channel assumption),
each channel has a limited capacity for processing (i.e., limited-capacity assumption),
and active learning entails carrying out a coordinated set of cognitive processes during learning (i.e., active processing assumption).

The cognitive theory of multimedia learning specifies five cognitive processes in multimedia learning:

selecting relevant words from the presented text or narration,

selecting relevant images from the presented graphics,

organizing the selected words into a coherent verbal representation,

organizing selected images into a coherent pictorial representation, and

integrating the pictorial and verbal representations and prior knowledge.

Three demands on the learner's cognitive capacity during learning are extraneous processing (which is not related to the instructional objective), essential processing (which is needed to mentally represent the essential material as presented), and generative processing (which is aimed at making sense of the material).

Three instructional goals are to reduce extraneous processing (for extraneous overload situations),

manage essential processing (for essential overload situations), and

foster generative processing (for generative underuse situations).

Multimedia instructional messages should be designed to guide appropriate cognitive processing during learning without overloading the learner's cognitive system. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Multimedia principle is a theory studied in depth by Richard Mayer that states words and graphics are more conducive to learning, rather than just text or graphics alone. ... Graphics can be anything from static pictures, to animation, or video, but they should always be relevant to the words on the page.

Mayer’s theory aligns with contemporary thinking on effective learning, which embraces a constructivist perspective: Students learn most effectively when they have to construct their own knowledge structures and mental models. As Mayer tells us, “instructional design involves not just presenting information, but also presenting it in a way that encourages learners to engage in appropriate cognitive processing” (p. 168). By following the principles of the cognitive theory of multimedia learning, instructors can help ensure that their multimedia presentations will enhance student learning.

The following principles link to Mayer's chart

Multimedia (Links to an external site.)

Modality (Links to an external site.)

Redundancy (Links to an external site.)

Spatial (Links to an external site.)

Temporal (Links to an external site.)

Coherence (Links to an external site.)

Interactivity (Links to an external site.)

Signaling (Links to an external site.)

Segmented (Links to an external site.)

Pre-teaching (Links to an external site.)

Personalizing (Links to an external site.)