September 19th, 2008 by Learning Systems
The third and last fundamental assumption of Michael Mayer’s cognitive approach to learning content delivery is that of active processing. To produce coherent conceptual representation of our experiences, we have to actively engage in cognitive processing. This means that, instead of passively gathering information, our brains are continually choosing, organizing, and then integrating learning content with the use of past knowledge.
Active learning happens when cognitive processes are applied to incoming learning content. What results of this process is the fabrication of a conceptual model of the information presented to us.
There are three processes imperative for active learning; these are the selecting of relevant learning content, the organizing of this chosen information, and then the integration of this material into structures of already existing knowledge. These processes occur within our limited working memory.
September 19th, 2008 by Learning Systems
The second fundamental assumption of Michael Mayer’s cognitive approach to learning content delivery is that of limited capacity. This refers to the amount of learning content able to be processed by the visual or the auditory channel at any one time.
Students witnessing a presentation are only able to retain a few images and sounds within their working memory at any one time. This concept of cognitive load is an area that has been extensively researched by psychologists. They have found that, while allowing for variability among individuals, memory span tests tend to demonstrate on average that a brain’s typical memory is enough for the processing of 5-7 separate sets of information at any one time.
September 19th, 2008 by Learning Systems
To expand on Michael Mayer’s cognitive approach to multimedia learning content delivery, we will look closer at his three fundamental assumptions.
First, that of the dual processing channels in our brains, for visual and auditory learning content.
According to Mayer, learning content enters our information processing system through the visual or the auditory channel, but not both. This is called the input stage. Subsequently, the learning content is processed in working memory, separately but concurrently. The working memory is where relevant visual images and sounds are selected and organized. Eventually, the learning content from both of the processing channels becomes integrated and linked to the information already held in the brain’s long term memory region.
September 19th, 2008 by Learning Systems
Multimedia learning content is most effectively learned when its design is in harmony with the way the human brain works, according to Richard Mayer (2003). Our brain’s information processing system has dual channels for processing: for visual/pictorial and for auditory/verbal learning content. Each of these channels possesses a limited capacity for the learning content. When a coordinated set of cognitive processes takes place during the learning of this content, it is considered that the person is actively learning.
Students learn more effectively when: the learning content doesn’t require paying attention to multiple sources of mutually referring information (split-attention principle), the verbal part of the learning content is auditory instead of visual (modality principle), and from being exposed to animation and narration alone, instead of along with text simultaneously (redundancy principle).
