MULTIMEDIA LEARNING THEORY
Cognitive theory of multimedia learning (CTML): "A theory of how people learn from words and pictures, based on the idea that people possess separate chan- nels for processing verbal and visual material (dual-channels assumption), each channel can process only a small amount of material at a time (limited- capacity assumption), and meaningful learning involves engaging in appropri- ate cognitive processing during learning (active-processing assumption)" (Mayer, 2001).
Integrated model of text and picture comprehension (ITPC): "A model of how individuals understand text and pictures presented in different sensory modalities, based on the assump- tion that the human perceptual system includes multiple sensory channels, whereas the cognitive system includes two representational channels: a verbal (descriptive) channel and a pictorial (depictive) channel and that these channels have limited capacity for information processing and active coherence formation" (Schnotz, 2009).
Nine Ways to Reduce Cognitive Load in Multimedia Learning: "The ever-present potential for cognitive overload is a central challenge for instructors (including in- structional designers) and learners (including multimedia learners); meaningful learning often requires substantial cognitive processing using a cognitive system that has se- vere limits on cognitive processing" (Mayer and Moreno, 2003).
Integrated model of text and picture comprehension (ITPC): "A model of how individuals understand text and pictures presented in different sensory modalities, based on the assump- tion that the human perceptual system includes multiple sensory channels, whereas the cognitive system includes two representational channels: a verbal (descriptive) channel and a pictorial (depictive) channel and that these channels have limited capacity for information processing and active coherence formation" (Schnotz, 2009).
Nine Ways to Reduce Cognitive Load in Multimedia Learning: "The ever-present potential for cognitive overload is a central challenge for instructors (including in- structional designers) and learners (including multimedia learners); meaningful learning often requires substantial cognitive processing using a cognitive system that has se- vere limits on cognitive processing" (Mayer and Moreno, 2003).