Cognitive Theory of Multimedia

The cognitive theory of multimedia is focused around the idea that student learn better when presented with multimedia learning tools. But, to fully grasp what this means we need to understand what “multimedia” is. Peter Doolittle of Virginia Tech provides the following definitions in his article, Multimedia Learning: Empirical Results and Practical Applications.

• Multimedia is the “use of multiple forms of media in a presentation” (Schwartz & Beichner, 1999, p. 8).
• Multimedia is the “combined use of several media, such as movies, slides, music, and lighting, especially for the purpose of education or entertainment” (Brooks, 1997, p. 17).
• Multimedia is “information in the form of graphics, audio, video, or movies. A multimedia document contains a media element other than plain text” (Greenlaw & Hepp, 1999, p. 44).
• Multimedia comprises a computer program that includes “text along with at least one of the following: audio or sophisticated sound, music, video, photographs, 3-D graphics, animation, or high-resolution graphics” (Maddux, Johnson, & Willis, 2001, p. 253).
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All four definitions, while not identical, describe multimedia as providing more than one form of media, and generally going beyond just text. Today we commonly perceive multimedia as infused with technology, being digital and interactive, with text, visuals, animations, sounds. A bit more advanced than just a picture accompanying plain text.

Dr. Richard E. Mayer has conducted research for the last two decades on how people learn, and how to help people learn, with a focus on how to present information in ways that people understand and retain it. Once you take into consideration that not everyone learns the same way (visual vs audio vs kinesthetic learners), it’s really no surprise that he developed a cognitive theory of multimedia learning.

While the cognitive theory of multimedia learning is really nothing new, it is getting more advanced with the introduction of more sophisticated software and tools. Therein also lies one of the biggest obstacles in implementing multimedia instruction into lesson plans; not having the funds to bring the needed components into the classroom, or not having the training to use the tools or software. While the most expensive and newest technology isn’t necessary for multimedia in the classroom, computers, projectors, interactive whiteboards, the internet, and certain softwares are becoming integral parts of the multimedia experience. A magazine picture pasted next to a block of text just won’t cut it anymore.

Since computers and internet connectivity have become staples in almost every school (hopefully soon in every classroom) the best way to implement interactive multimedia learning is through internet based applications. Mash-ups in particular lend themselves very well to a multimedia experience, generally including several applications and ways to interact. They are also becoming increasingly relative and engaging, two factors that are absolutely necessary for student success in the classroom. The days of strictly textbooks and lectures are long gone, and in their place (or at least sitting right next to them) are multimedia applications, stimulating student creativity and autonomy. Students gain more than just content knowledge, as they learn compelling ways to present information as well as the value of teamwork and research.

Implementing the cognitive theory of multimedia into the classroom is essential to keep instruction up to date and relative to students’ needs as well as wants. Their whole world outside of the classroom is infused with multimedia, digital media, and multitasking, so it’s only natural that they be drawn in and engaged when these elements are presented in a learning environment. Multimedia should be embraced in all classrooms, but not abused. The factors involved should be relative to learning and furthering students' education and thought process, not simply entertain them. It's still the responsibility of the teacher to create or find engaging, educational, and appropriate multimedia application.