Cambridge Handbook of
Multimedia learning
Contents
Chapter 1: Introduction to the Design Process............................................8
Introduction..............................................................................................8
What is multimedia learning?...................................................................8
What is the rationale for multimedia learning?........................................8
Technology-Centred versus Learner-Centred Approaches........................9
Three Concepts of Multimedia Learning...................................................9
Information acquisition view....................................................................9
Three Kinds of multimedia learning outcomes.......................................10
Two Kinds of Active Learning: Behavioural versus Cognitive Activity.....10
Chapter 2: Foundations of Multimedia Learning........................................11
Introduction............................................................................................11
Baddely & Hitch’s Multistore Model of Memory......................................11
Dual-Coding (Paivio)...............................................................................12
Cognitive Load Theory (Sweller).............................................................12
Chapter 5: Cognitive Theory of Multimedia Learning (Mayer)...................14
The case for multimedia learning...........................................................14
Three assumptions of a cognitive theory of multimedia learning..........14
Three cognitive processes (the SOI model)............................................14
Three memory stores.............................................................................15
Five processes in the CLTM.....................................................................15
Five forms of representation...................................................................16
Three Kinds of Demands on Cognitive Capacity.....................................16
Three learning scenarios.....................................................................16
Chapter 9: Motivation and Affect in Multimedia Learning..........................18
Introduction to Motivation and Affect in Multimedia Learning................18
Motivation and Affect theories...............................................................18
Motivation...........................................................................................18
Affect...................................................................................................19
[1]
,Chapter 11: The multimedia Principle (Mayer)..........................................21
Introduction............................................................................................21
How does the multimedia principle work?..............................................21
How do we know whether the multimedia principle works?...................21
Does the multimedia principle work?.....................................................21
Are pictures different from words?.........................................................22
Boundary Conditions for the Multimedia Principle..................................22
Four types of illustrations in text (Levin & Mayer, 1993)........................22
Implications of the multimedia principle................................................23
Chapter 14: Principles for reducing extraneous processing in multimedia
learning Coherence, signalling, redundancy, spatial contiguity, temporal
contiguity principle....................................................................................24
Coherence..............................................................................................24
Signalling................................................................................................24
Redundancy............................................................................................25
Boundary conditions...........................................................................25
Spatial contiguity...................................................................................25
Boundary conditions...........................................................................26
What are the limitations of past research?.............................................27
Priorities per principle:...........................................................................27
Chapter 15: The Split-Attention Principle in Multimedia Learning.............28
Definition of Split-Attention....................................................................28
Mayer and colleagues’ work on the split-attention principle..................28
Temporal versions of the split-attention principle..................................28
Alternative strategies to Prevent Split-Attention.................................29
Helping the learner Manage split-attention materials............................29
Roodenrys et al. (2012): self-management matched designer-
integrated materials, both beat split-attention, and the strategy
transferred to new materials...............................................................29
Agostinho et al. (2013, 2014): online self-management training
showed no advantage, likely because training was insufficient..........29
Gordon et al. (2016): primary school children who physically moved
paper materials and drew arrows learned as well as with instructor-
integrated materials............................................................................29
[2]
, Sithole et al. (2017): in accountancy, self-management outperformed
instructor-integrated and split-attention materials and lowered
cognitive load......................................................................................29
De Koning et al. (2020a, 2020b): mentally imagining text moving to its
picture location beat drag-and-drop and no integration strategy,
possibly through the imagination effect..............................................29
Boundary conditions for split-attention...............................................29
Implication for instructional design........................................................30
Chapter 16: The Redundancy Principle in Multimedia Learning................31
Introduction............................................................................................31
Cognitive load Theory and the redundancy principle.............................31
Evidence obtained prior to the advent of cognitive load theory............31
Redundancy of actual equipment...........................................................31
Written/spoken text redundancy............................................................32
Partial Redundancy Effect.......................................................................32
Second/Foreign Language Learning.......................................................32
Conditions leading to absent or reverse redundancy effect...................33
Chapter 17: The Signalling (or Cueing) Principle in Multimedia Learning. .34
What do we know about the signalling principle in multimedia learning?
...............................................................................................................34
Text-based cues...................................................................................34
Picture-based cues..............................................................................34
Cueing Corresponding Elements in Written Text and Pictures................35
Cues Based on Others' Eye Movements, and Eye Movements as Visual
Cues.......................................................................................................35
Implications for Cognitive Theory...........................................................36
Implications for Instructional Design......................................................36
Limitations of Current Research and Implications for Future Research. .36
Chapter 19: Principles for Managing Essential Processing in Multimedia
Learning, Segmenting, Pre-training, and modality principles....................37
What are the Segmenting, Pre-training, and Modality Principles?..........37
Research on the segmenting principle...................................................39
Research on the pre-training principle................................................39
Research on the modality principle.....................................................39
What Are the Implications of Research for Instructional Design?...........40
[3]
, Chapter 20: The Modality Principle in Multimedia Learning.......................41
What is the modality principle in multimedia learning?.........................41
What Do We Know About the Modality Principle in Multimedia Learning?
...............................................................................................................41
Limitations and division of working memory.......................................41
Evidence for independent processors in working memory..................41
The split-attention effect with instructional visualizations..................41
Chapter 21: The Transient Information Principle in Multimedia Learning. .44
Introduction............................................................................................44
The Transient Information Principle in Multimedia Environments...........44
Transient auditory information...............................................................45
Combining transient visual and auditory information............................45
Transient information when acquiring language skills............................45
Chapter 22: Principles Based on Social Cues in Multimedia Learning –
Personalization, Voice, Image, and Embodiment Principles.......................47
What are the principles based on social cues in multimedia learning?. .47
What are examples of principles based on social cues in multimedia
learning?.................................................................................................47
Personalization Cues...........................................................................47
Voice Cues...........................................................................................48
Image Cues.........................................................................................48
Embodiment Cues...............................................................................48
What Do We Know About Principles Based on Social Cues in Multimedia
Learning?................................................................................................48
Research on the personalization Principle...........................................48
Research on voice principle.................................................................49
Research on the image principle.........................................................49
Research on the embodiment principle...............................................49
Implications for cognitive theory............................................................50
What are the implications for instructional design?...............................50
Chapter 23: The Embodiment Principle in Multimedia Learning................51
What is the embodiment principle in multimedia learning?...................51
What do we know about the embodiment principle in multimedia
learning?.................................................................................................51
[4]
Multimedia learning
Contents
Chapter 1: Introduction to the Design Process............................................8
Introduction..............................................................................................8
What is multimedia learning?...................................................................8
What is the rationale for multimedia learning?........................................8
Technology-Centred versus Learner-Centred Approaches........................9
Three Concepts of Multimedia Learning...................................................9
Information acquisition view....................................................................9
Three Kinds of multimedia learning outcomes.......................................10
Two Kinds of Active Learning: Behavioural versus Cognitive Activity.....10
Chapter 2: Foundations of Multimedia Learning........................................11
Introduction............................................................................................11
Baddely & Hitch’s Multistore Model of Memory......................................11
Dual-Coding (Paivio)...............................................................................12
Cognitive Load Theory (Sweller).............................................................12
Chapter 5: Cognitive Theory of Multimedia Learning (Mayer)...................14
The case for multimedia learning...........................................................14
Three assumptions of a cognitive theory of multimedia learning..........14
Three cognitive processes (the SOI model)............................................14
Three memory stores.............................................................................15
Five processes in the CLTM.....................................................................15
Five forms of representation...................................................................16
Three Kinds of Demands on Cognitive Capacity.....................................16
Three learning scenarios.....................................................................16
Chapter 9: Motivation and Affect in Multimedia Learning..........................18
Introduction to Motivation and Affect in Multimedia Learning................18
Motivation and Affect theories...............................................................18
Motivation...........................................................................................18
Affect...................................................................................................19
[1]
,Chapter 11: The multimedia Principle (Mayer)..........................................21
Introduction............................................................................................21
How does the multimedia principle work?..............................................21
How do we know whether the multimedia principle works?...................21
Does the multimedia principle work?.....................................................21
Are pictures different from words?.........................................................22
Boundary Conditions for the Multimedia Principle..................................22
Four types of illustrations in text (Levin & Mayer, 1993)........................22
Implications of the multimedia principle................................................23
Chapter 14: Principles for reducing extraneous processing in multimedia
learning Coherence, signalling, redundancy, spatial contiguity, temporal
contiguity principle....................................................................................24
Coherence..............................................................................................24
Signalling................................................................................................24
Redundancy............................................................................................25
Boundary conditions...........................................................................25
Spatial contiguity...................................................................................25
Boundary conditions...........................................................................26
What are the limitations of past research?.............................................27
Priorities per principle:...........................................................................27
Chapter 15: The Split-Attention Principle in Multimedia Learning.............28
Definition of Split-Attention....................................................................28
Mayer and colleagues’ work on the split-attention principle..................28
Temporal versions of the split-attention principle..................................28
Alternative strategies to Prevent Split-Attention.................................29
Helping the learner Manage split-attention materials............................29
Roodenrys et al. (2012): self-management matched designer-
integrated materials, both beat split-attention, and the strategy
transferred to new materials...............................................................29
Agostinho et al. (2013, 2014): online self-management training
showed no advantage, likely because training was insufficient..........29
Gordon et al. (2016): primary school children who physically moved
paper materials and drew arrows learned as well as with instructor-
integrated materials............................................................................29
[2]
, Sithole et al. (2017): in accountancy, self-management outperformed
instructor-integrated and split-attention materials and lowered
cognitive load......................................................................................29
De Koning et al. (2020a, 2020b): mentally imagining text moving to its
picture location beat drag-and-drop and no integration strategy,
possibly through the imagination effect..............................................29
Boundary conditions for split-attention...............................................29
Implication for instructional design........................................................30
Chapter 16: The Redundancy Principle in Multimedia Learning................31
Introduction............................................................................................31
Cognitive load Theory and the redundancy principle.............................31
Evidence obtained prior to the advent of cognitive load theory............31
Redundancy of actual equipment...........................................................31
Written/spoken text redundancy............................................................32
Partial Redundancy Effect.......................................................................32
Second/Foreign Language Learning.......................................................32
Conditions leading to absent or reverse redundancy effect...................33
Chapter 17: The Signalling (or Cueing) Principle in Multimedia Learning. .34
What do we know about the signalling principle in multimedia learning?
...............................................................................................................34
Text-based cues...................................................................................34
Picture-based cues..............................................................................34
Cueing Corresponding Elements in Written Text and Pictures................35
Cues Based on Others' Eye Movements, and Eye Movements as Visual
Cues.......................................................................................................35
Implications for Cognitive Theory...........................................................36
Implications for Instructional Design......................................................36
Limitations of Current Research and Implications for Future Research. .36
Chapter 19: Principles for Managing Essential Processing in Multimedia
Learning, Segmenting, Pre-training, and modality principles....................37
What are the Segmenting, Pre-training, and Modality Principles?..........37
Research on the segmenting principle...................................................39
Research on the pre-training principle................................................39
Research on the modality principle.....................................................39
What Are the Implications of Research for Instructional Design?...........40
[3]
, Chapter 20: The Modality Principle in Multimedia Learning.......................41
What is the modality principle in multimedia learning?.........................41
What Do We Know About the Modality Principle in Multimedia Learning?
...............................................................................................................41
Limitations and division of working memory.......................................41
Evidence for independent processors in working memory..................41
The split-attention effect with instructional visualizations..................41
Chapter 21: The Transient Information Principle in Multimedia Learning. .44
Introduction............................................................................................44
The Transient Information Principle in Multimedia Environments...........44
Transient auditory information...............................................................45
Combining transient visual and auditory information............................45
Transient information when acquiring language skills............................45
Chapter 22: Principles Based on Social Cues in Multimedia Learning –
Personalization, Voice, Image, and Embodiment Principles.......................47
What are the principles based on social cues in multimedia learning?. .47
What are examples of principles based on social cues in multimedia
learning?.................................................................................................47
Personalization Cues...........................................................................47
Voice Cues...........................................................................................48
Image Cues.........................................................................................48
Embodiment Cues...............................................................................48
What Do We Know About Principles Based on Social Cues in Multimedia
Learning?................................................................................................48
Research on the personalization Principle...........................................48
Research on voice principle.................................................................49
Research on the image principle.........................................................49
Research on the embodiment principle...............................................49
Implications for cognitive theory............................................................50
What are the implications for instructional design?...............................50
Chapter 23: The Embodiment Principle in Multimedia Learning................51
What is the embodiment principle in multimedia learning?...................51
What do we know about the embodiment principle in multimedia
learning?.................................................................................................51
[4]
