Mayer's Cognitive Theory of Multimedia Learning

CTML + Pedagogy = Results

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Introduction

Multimedia learning can be the gatekeeper into establishing knowledge in both the working and long-term memory. In looking at pedagogy and what it takes to educate children, it is important to understand the basics of how the brain’s memory system works to receive and retain information. Dr. Richard Mayer developed a learning theory called the Cognitive Theory of Multimedia Learning (CTML) based on the idea that multimedia learning is composed of three pieces. The first component being the use of the auditory and visual channels to process information. The second piece pertains to an individual’s limited capacity to take in information and organize it, while the third piece relates to the idea that learning is an active process that constantly connects to prior knowledge (Saad et al., 2015).

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Maude's Cognitive Theory of Multimedia Learning

Mayer’s CTML is crucial to consider in today’s 21st century learning environments. In thinking about the first element of this design, it is important to understand that the working memory is the heart of where all other learning occurs (Mayer, 2005, as cited in Schweppe & Rummer, 2013). In relation to multimedia, CTML supports the idea that how new information is stored can depend on the modality in which it was received, either auditory or visual (Schweppe & Rummer, 2013).

Secondly, CTML reiterates the idea that working memory consists of a limited capacity. Because of this limitation, it is important that information that is presented through multimedia should be constructed into two separate verbal and visual models (Ramezanali & Faez, 2019). As an educator, this piece of information is crucial not just in using multimedia, but in developing all instruction. It is important to understand that our students’ brains can only take in so much information, especially as adolescents. Lastly, once information has been received, the brain will then sort through and find relevant learning based on prior knowledge in the long-term memory bank and begin processing and integrating the knowledge. Through this process, learning can be achieved (Schweppe & Rummer, 2013).

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Relevant Studies

Saad, et al. (2015) conducted a study that examined the use of Mayer’s CTML and Skinner’s Operant Conditioning Model to determine how multimedia learning can best support students with intellectual disabilities (ID). By presenting information to students in both a traditional and multimedia manner, it was determined that the use of proper multimedia principles produced a significantly more amount of cognitive learning for students with ID. Ramezanali & Faez (2019) also conducted a study to look at ways in which multimedia glossing can increase the retention of vocabulary learning among language learners. Multimedia glossing is a method in which target words are presented using various multimedia resources. The quantitative findings of the study revealed that multimedia glossing did in fact improve a language learner’s retention of new words.

Conclusion

Understanding CTML allows educators to develop a direct connection between pedagogy and multimedia learning. Combining this knowledge with that of Mayer’s Media Principles can help improve the influences multimedia learning can have on a student’s ability to receive and retain information. Multimedia learning is a strong tool that can, and should, be used to increase engagement, but also tailor to the unique needs of the brain. Balancing the use of multimedia with the science of learning can help provide universal learning support for all learners. As an educator, it is important to understand how to apply Mayer’s Media Principles to instruction in order to best meet students where they are and support learning. It is not enough to just assume any type of multimedia element can boost engagement and rigor. Rather, educators must be willing to know what quality multimedia consists of and properly integrate it into everyday learning.

References

Ramezanali, N., & Faez, F. (2019, June). Vocabulary learning and retention through multimedia glossing. Language Learning and Technology, 23(2), 105-124. https://doil.org/10125/44685

Saad, S., Dandashi, A., Aljaam, J. M., & Saleh, M. (2015). The multimedia-based learning system improved cognitive skills and motivation of disabled children with a very high rate. Educational Technology & Society, 18(2), 366-379.

Schweppe, J., & Rummer, R. (2013). Attention, working memory, and long-term memory in multimedia learning: An integrated perspective based on process models of working memory. Educational Psychology Review, 26, 285-306. 10.1007/s10648-0139-9242-2