A Cognitive Approach to Instructional Design for Multimedia Learning

Stephen D. Sorden

146 citations0/0 files storedInforming Science The International Journal of an Emerging Transdiscipline

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Visual and Cognitive Learning Processes Online and Blended Learning Innovative Teaching and Learning Methods

Abstract

Aimed at both newcomers to online learning as well as experienced multimedia developers, this paper addresses the issue of how to avoid unproductive multimedia instructional practices and employ more effective cognitive strategies.Baddeley's model of working memory and Paivio's dual coding theory suggest that humans process information through dual channels, one auditory and the other visual.This, combined with Sweller's Theory of Cognitive Load and Anderson's ACT-R cognitive architecture, provides a convincing argument for how humans learn, which leads to the question of how multimedia instruction can be designed to maximize learning.Cognitive theory and frameworks like Mayer's Cognitive Theory of Multimedia Learning provide empirical guidelines that may help us to design multimedia instruction more effectively.Mayer argues that the best way to present multimedia instruction is through visual graphics and informal voice narration, which takes advantage of both verbal and visual working memories without overloading one or the other.

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1994The magical number seven, plus or minus two: Some limits on our capacity for processing information.1988Cognitive Load During Problem Solving: Effects on Learning 1974Working Memory 2002Multimedia Learning 1998Cognitive Architecture and Instructional Design 1986Mental Representations: A Dual Coding Approach 1983Architecture of Cognition 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning

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