Lecture 1
Theoretical Foundations
Book: https://www.cambridge.org/core/books/cambridge-handbook-of-multimedia-
learning/introduction-to-multimedia-learning/30ABD6E79E538FDA038EC264C5F870A6
Our understanding of things that are described largely depends on prior knowledge.
Multimedia learning and instruction:
- Multimedia: presenting words and pictures.
- Multimedia learning: building mental representations from words and pictures.
- Multimedia instruction: presenting words and pictures that are intended to promote
learning.
- Multimedia learning hypothesis/ principle: people learn more deeply from words and
pictures than from words alone.
o This way, learners can construct verbal and visual mental models and build
connections between them.
- Rationale from multimedia learning:
o Instructional messages should be designed in light of how the human mind
works.
o Two information processing systems: verbal and visual:
Using both channels gives more information at the same time (poor
reason).
Both channels complement each other, which enriches mental
representation (good reason).
Approaches to multimedia learning: you can start from the…
- Technology: often ineffective because the learner has to adapt to the technology at
hand.
- Learner: how can we design/ adapt the technology to meet the needs of our
learners. This is a better approach.
Three views of multimedia learning:
1. Response strengthening: multimedia is an exercise system for practicing skills by
receiving feedback.
a. Connection between stimulus and response.
b. Thorndike’s law of effect.
c. Drill and practice.
d. Effective is materials should be remembered.
e. Ineffective if material should be understood.
f. E.g. learning timetables.
2. Information acquisition view: multimedia as a delivery system of information to be
stored in memory.
a. Transmission view of learning: teacher transmits information.
b. Empty vessel view of learning: learner’s mind is empty and needs to be filled.
c. Commodity view of learning: information is a commodity that can be moved.
d. Neglects the role of prior knowledge.
, e. Neglects the fact that people store the meaning of information, not the
isolated, literal representation of that information.
f. E.g. the internet. Not personal at all.
3. Knowledge construction: multimedia is a sense-making guide that fosters meaningful
learning.
a. How can we connect new information to what we already know?
b. Learner is seen as an active sense-maker.
c. Teacher is the cognitive guide.
d. Main difference with information acquisition: information is not transferable
from one mind to the other. Information acquisition thinks you can.
e. The pictures from the slides: small children are asked to draw the world after
hearing the earth is round and people also live on the other side of the world
(example of how new information is connected to existing information and
understanding).
- Active learning: meaningful learning outcomes are fostered by active learning.
o Research shows that meaningful learning depends on the learner’s cognitive
activity during learning.
o Working mechanism behind active learning: not hands-on perse (merely the
fact that you are moving) but minds-on (cognitive activity during learning ->
you are focused/ involved).
o This is not a fourth one, but a sidestep.
Three cognitive principles of learning:
1. Dual channel assumption: people have different channels for processing visual and
verbal information.
2. Limited capacity assumption: people can actively process only a few pieces of
information in each channel at one time.
3. Active processing assumption: people are active processors who seek to make sense
of the multimedia presentations.
More extensive explanations on the three principles
Dual processing assumption:
- Information enters the cognitive system through one of two channels. Information
can switch from one channel to the other (visualize spoken/ written information &
verbalize the meaning of a picture).
- Models:
o Multistore model (Atkinson & Shiffrin, 1969):
Theoretical Foundations
Book: https://www.cambridge.org/core/books/cambridge-handbook-of-multimedia-
learning/introduction-to-multimedia-learning/30ABD6E79E538FDA038EC264C5F870A6
Our understanding of things that are described largely depends on prior knowledge.
Multimedia learning and instruction:
- Multimedia: presenting words and pictures.
- Multimedia learning: building mental representations from words and pictures.
- Multimedia instruction: presenting words and pictures that are intended to promote
learning.
- Multimedia learning hypothesis/ principle: people learn more deeply from words and
pictures than from words alone.
o This way, learners can construct verbal and visual mental models and build
connections between them.
- Rationale from multimedia learning:
o Instructional messages should be designed in light of how the human mind
works.
o Two information processing systems: verbal and visual:
Using both channels gives more information at the same time (poor
reason).
Both channels complement each other, which enriches mental
representation (good reason).
Approaches to multimedia learning: you can start from the…
- Technology: often ineffective because the learner has to adapt to the technology at
hand.
- Learner: how can we design/ adapt the technology to meet the needs of our
learners. This is a better approach.
Three views of multimedia learning:
1. Response strengthening: multimedia is an exercise system for practicing skills by
receiving feedback.
a. Connection between stimulus and response.
b. Thorndike’s law of effect.
c. Drill and practice.
d. Effective is materials should be remembered.
e. Ineffective if material should be understood.
f. E.g. learning timetables.
2. Information acquisition view: multimedia as a delivery system of information to be
stored in memory.
a. Transmission view of learning: teacher transmits information.
b. Empty vessel view of learning: learner’s mind is empty and needs to be filled.
c. Commodity view of learning: information is a commodity that can be moved.
d. Neglects the role of prior knowledge.
, e. Neglects the fact that people store the meaning of information, not the
isolated, literal representation of that information.
f. E.g. the internet. Not personal at all.
3. Knowledge construction: multimedia is a sense-making guide that fosters meaningful
learning.
a. How can we connect new information to what we already know?
b. Learner is seen as an active sense-maker.
c. Teacher is the cognitive guide.
d. Main difference with information acquisition: information is not transferable
from one mind to the other. Information acquisition thinks you can.
e. The pictures from the slides: small children are asked to draw the world after
hearing the earth is round and people also live on the other side of the world
(example of how new information is connected to existing information and
understanding).
- Active learning: meaningful learning outcomes are fostered by active learning.
o Research shows that meaningful learning depends on the learner’s cognitive
activity during learning.
o Working mechanism behind active learning: not hands-on perse (merely the
fact that you are moving) but minds-on (cognitive activity during learning ->
you are focused/ involved).
o This is not a fourth one, but a sidestep.
Three cognitive principles of learning:
1. Dual channel assumption: people have different channels for processing visual and
verbal information.
2. Limited capacity assumption: people can actively process only a few pieces of
information in each channel at one time.
3. Active processing assumption: people are active processors who seek to make sense
of the multimedia presentations.
More extensive explanations on the three principles
Dual processing assumption:
- Information enters the cognitive system through one of two channels. Information
can switch from one channel to the other (visualize spoken/ written information &
verbalize the meaning of a picture).
- Models:
o Multistore model (Atkinson & Shiffrin, 1969):
