What Is Mayer's Cognitive Theory of Multimedia Learning

Instructional design is driven by several theories, many of which are relatively recent as they incorporate modern technologies and learning methods. One such theory is Mayer's Cognitive Theory of Multimedia Learning. It accounts for the use of multimedia in the learning process and how it impacts information processing and retention.

In this guide, we explain the principles of this theory. We also go over its history and discuss how to use it when designing multimedia learning experiences.

What Is Mayer's Cognitive Theory of Multimedia Learning?

Mayer's Cognitive Theory of Multimedia Learning is a learning theory developed by psychologist Richard E. Mayer in the 1990s. It explores how individuals process and retain information when presented with multimedia materials, such as text, images, videos, and audio. The theory is based on the principles of cognitive psychology and focuses on how these multimedia elements interact with the human cognitive system.

The Mayer's Cognitive Theory of Multimedia Learning combines two other learning theories:

• Cognitive Load Theory
• Information Processing Theory

The Cognitive Load Theory proposes that the human brain can only handle a certain amount of information at a time. If presented with too much information, the brain becomes overloaded. So, it has a difficult time processing and retaining data. Meanwhile, the Information Processing Theory explains how information is processed and stored in the brain.

Assumptions of Mayer's Cognitive Theory of Multimedia Learning

Mayer's Cognitive Theory of Multimedia Learning has three main assumptions.

First, it assumes that there are two individual channels for information processing: auditory and visual. The assumption is in line with the Dual-Coding Theory, which states that information is stored in the brain as either verbal or visual representations.

Secondly, the theory assumes that every channel has a finite capacity. It's similar to Cognitive Load, introduced by Sweller, which states that the capacity of working memory is limited. So, if presented with too much information, learning may be impaired.

Finally, the theory says that learning is an ongoing process in which the brain filters, selects, organizes, and integrates information based on past knowledge. Together, these assumptions explain how multimedia elements impact the learning process.

12 Principles of Mayer's Cognitive Theory of Multimedia Learning (And How to Apply Them)

Mayer's Cognitive Theory of Multimedia Learning has 12 principles that we explain below. We also discuss their applications.

1. Multimedia Principle

The principle states that individuals learn best when pictures and words are combined. Basically, teachers should use text and visuals rather than just one of the two. When information is presented in multiple formats, learners process and integrate it more effectively.

How to Apply

Use visuals, such as images, videos, infographics, GIFs, and animations, to complement textual information. Make sure that the visuals are relevant and support the key points of the text.

2. Coherence Principle

The information in any course or lesson should be presented in a clear and logical manner. Extraneous or irrelevant information can confuse learners and hinder their ability to process the main content.

How to Apply

Create a clear structure for your course or lesson, and avoid including unnecessary information. Only include visuals and text that support the learning material. Keep diagrams simple.

3. Signaling Principle

Signals, such as arrows, can help draw attention to important elements or relationships in learning material, which helps enhance learning. Educators can use these signals to lead learners toward what's important.

When a screen has too much information, it's easy for learners to lose focus. Signals can help bring their attention back to the key points.

How to Apply

Use arrows, highlighting, callouts, bolding, and other visual cues to emphasize important information in your learning material.

4. Spatial Contiguity Principle

The Spatial Contiguity Principle states that you should present visuals and text close together for maximum learning. It's best to align both formats closely so that learners can see the relationship between them. For example, if there's a graphic on the screen, keep the relevant text close to it rather than creating spatial distance between them.

How to Apply

Always make sure that the text and visuals are closely related and placed together on the screen. If you're adding FAQs, keep feedback close to it.

5. Redundancy Principle

When visual and auditory materials are used together, it's important to avoid redundancy. Learners can become overwhelmed with information when text is repeated in both visuals and narration.

Suppose you're using a video in your lesson that includes text on-screen. Don't repeat the same information in narration, as it can distract learners from understanding the visuals and create a cognitive overload.

How to Apply

Use only one mode of information (visual or auditory) to convey a particular concept. If you must use both, avoid repeating the same information. Instead, use the narration to expand on and explain the visuals.

6. Segmenting Principle

We can all agree that big chunks of information are hard to grasp. Mayer says the same thing. He states that you can achieve better learning outcomes when you segment information. This way, students can control the pace of learning.

How to Apply

Break down complex topics into bite-sized information or step-by-step guides. Do not put too much information on a single slide or lesson. Also, let learners control their learning pace by providing interactive quizzes or knowledge checks after each segment.

You can use an AI-powered course creator like Coursebox to simplify this process. Coursebox's AI quiz generator and grader not only generates learner-centric assessments but also grades them on your behalf.

You can also include a range of visuals and interactive elements to comply with other principles of Mayer's Cognitive Theory of Multimedia Learning.

7. Temporal Contiguity Principle

According to this principle, the maximum learning happens when you present pictures and words at the same time. Sequential presentation of information can be detrimental to learning as it requires learners to hold onto the first piece of information while processing subsequent pieces.

Let's say you want to show students an animation about mitosis in cell division. If you display the animation first and then the text explaining it, learners might not be able to connect the two pieces of information. Instead, use a voice-over to present both the animation and text simultaneously.

How to Apply

Place visuals and text close to each other on the screen. If you're using narration, synchronize it with the visuals.

8. Pre-Training Principle

Pre-training simply means making learners familiar with the basics. The principle states that people learn best when they already have the basic know-how of a concept or topic.

So, let's say you're creating an instructional design for corporate workers to use new software. First, provide them with an overview of the basic features of the software. It will help them learn the rest of the material faster.

How to Apply

Create an introductory module for your online courses so that students can take that before jumping into the hard stuff. You can also create a cheat sheet or glossary that students can refer to when they need a refresh.

9. Voice Principle

This one is quite simple to understand. It says that people tend to learn better when a real person's voice is used instead of a robotic one.

Think about it: would you rather listen to a monotone robot (think Alexa) or a lively human voice? The latter is obviously more engaging.

How to Apply

Narrate your own content or hire a professional voice-over artist to do it for you. Use a high-quality microphone and record in a quiet environment for clear audio.

10. Modality Principle

As per the modality principle, spoken words and visuals provide better learning than visuals and text. However, that doesn't mean eliminating text altogether. It just means that learners should receive the information through spoken words while visuals provide additional support.

How to Apply

Include voice-overs in your instructional design, especially on complex or technical topics. A narrated presentation also helps to keep learners engaged.

11. Personalization Principle

The principle states that learning happens best when the material is presented in a conversational tone and with personalization. When the content feels like it's speaking directly to the learner, it becomes more relatable. Ideally, you want learners to feel as if you're in the same room as them, delivering the course content.

How to Apply

Use everyday language and examples to make the content more relatable. Avoid using technical jargon unless necessary, and try to include personal anecdotes or real-life scenarios where possible.

12. Image Principle

Many modern learning platforms have the option for the educator to add their image or avatar alongside the course content. However, Mayer says that this doesn't necessarily help people learn better.

How to Apply

Use talking head videos in the introductory or summary sections of the course, but avoid using them throughout the entire material.

Conclusion

As you can see, Mayer's Cognitive Theory of Multimedia Learning is a rather comprehensive approach that can be useful for designing online course materials. When using it, keep in mind that not all principles are set in stone.

Choose the ones that go with your content and subject matter. And most importantly, experiment and see what works best for your learners.