Module 7

Cognitive Theory of Multimedia Learning, Integrated Model of Picture & Text Comprehension

Cognitive approach to multimedia learning

Goals and Outcomes

Outcomes

After completing this module, students will be able to:

  • describe what is multimedia learning
  • identify two types of instruction for teaching with multimedia
  • describe how learners interpret the messages of multimedia presentations
  • describe presentation-mode and sensory-modality approaches for multimedia learning
  • describe two types of forms of representation
  • describe integrated model of text and picture comprehension
  • identify positive attributes of integrative model of text and picture comprehension.

Selected Readings

Required

  • Mayer, R. E. (2014) Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 1-26). New York: Cambridge.
    (e.g. Chapter 1)
  • Mayer, R. E. (2014) Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 43-71). New York: Cambridge.
    (e.g. Chapter 3)

Recommended:

  • Schnotz, W. (2014) Integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 72-103). New York: Cambridge.
    (e.g. Chapter 4)
  • Mayer, R.E., & Anderson, B. (1991). Animations Need Narrations: An Experimental Test of a Dual-coding Hypothesis. Journal of Educational Psychology, 3, 484-490.
    Download (PDF, 1.1 MB)

“To Do” List

Discussions

Integrated Model of Text and Picture Comprehension (ITPC)

According to the Integrated Model of Text and Picture Comprehension (ITPC), redundancy can inhibit learning. If written text and spoken text are presented simultaneously with a picture, the learner splits her attention instead of choosing one modality (Schnotz, 2014). Additionally, if a learner has prior knowledge on the subject, too many resources may hold the learner back. A picture must be structured well; a poorly designed picture is worse than no picture. Extraneous sounds, words or pictures interfere with coherence. Also, if a picture demands the same mental energy as the text, the text is processed less deeply.

Based upon the description above (negative effects), please describe an instructional incident you witnessed that was the result of inappropriate design of text and picture.

Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. After making your initial postings, review at least two of your classmates’ postings and reply to their threads.Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.

Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to 100 – 200 words and each of your responses to 25 – 50 words.

Assignments

Multimedia Product Critique Paper #2

Please read the Multimedia Product Critiques page for details about this assignment. 

Overview

Throughout this course, students will identify three multimedia products and compose a critique paper for each of them. This assignment is designed to sharpen your critical thinking in evaluating multimedia products.

Due Dates

  • Critique Paper #2: (Due: the 1st day on Module 10)
  • Critique Paper #3: (Due: the 1st day on Module 14)
Annotated Bibliographies for Module 7

Please read the Annotated Bibliographies for Module Reading page for details about this assignment. 

Outcomes

After completing this assignment, you will be able to:

  • describe what is multimedia learning
  • identify two types of instruction for teaching with multimedia
  • describe how learners interpret the messages of multimedia presentations
  • describe presentation-mode and sensory-modality approaches for multimedia learning
  • describe two types of forms of representation
  • describe integrated model of text and picture comprehension
  • identify positive attributes of integrative model of text and picture comprehension.

Instructions

  1. Read all assigned reading carefully and thoroughly.
  2. Summarize the most important ideas and questions for ALL journal articles or book chapters covered in the week (including the one you find).
  3. For EACH journal article or book chapter, the summary should be between 150 – 300 words in length. This is not a reaction paper or an excerpt, but rather your synthesis of the main ideas and related questions. View an synthesis example at the Template page.
  4. Compose all of your annotated bibliographies in MS Word and check for spelling/grammatical errors.
  5. Post your synthesis text onto a Weebly page as online text (not file attachment) and label the page appropriately.

Submitting and Posting 

  1. To submit your work, copy and paste your synthesis text onto the corresponding link under Submissions inside Moodle before 11:59 p.m. U.S. EST/EDT on the following Monday.

Grading
Grades on the synthesis will be based on the requirement listed in the Annotated Bibliographies for Module Reading page. Read it carefully to get a sense of the instructor’s specific expectations.