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Multimedia for Education: A Model of Cognitive Processing
The model here attempts to 'translate' Mayer's Cognitive Processing Assumptions. I have written the accompanying text (please cite appropriately :-) "With specific reference to multimedia for education, Mayer's (1991) cognitive theory of multimedia learning is underpinned by three main assumptions - dual channel, limited capacity and active processing. The dual channel assumption is based around the notion that the human brain possesses separate channels for processing sight inputs and sound inputs. The information in the two channels is processed independently but simultaneously in the working memory, from where it is then integrated into existing information networks in the long term memory. However, the limited capacity assumption identifies that each channel can only process a limited quantity (between five to seven 'chunks') of information at once; a phenomenon known as cognitive load theory. This limitation results in the brain having to allocate processing resources, often in response to affective factors such as interest. Finally, the active processing assumption refers to the active engagement in cognitive processing required to build organised, systematic mental representations of inputs. As such, the human brain is constantly occupied with the selection, organisation, and amalgamation of input with existing 'knowledge', thus resulting in the formation of a personalised mental model in the individual's working memory (Mayer, 2009)" (Owen, & Martin, 2010).
Please cite as: Owen, H., & Martin, H. (2010). Multimedia enhancement of opportunities and outcomes for learners engaged in open, flexible and distance learning: Theory and practice. DEANZ 2010 - Quality Connections - Boundless Possibilities: Through Open, Flexible and Distance Learning.
Multimedia for Education: A Model of Cognitive Processing
The model here attempts to 'translate' Mayer's Cognitive Processing Assumptions. I have written the accompanying text (please cite appropriately :-) "With specific reference to multimedia for education, Mayer's (1991) cognitive theory of multimedia learning is underpinned by three main assumptions - dual channel, limited capacity and active processing. The dual channel assumption is based around the notion that the human brain possesses separate channels for processing sight inputs and sound inputs. The information in the two channels is processed independently but simultaneously in the working memory, from where it is then integrated into existing information networks in the long term memory. However, the limited capacity assumption identifies that each channel can only process a limited quantity (between five to seven 'chunks') of information at once; a phenomenon known as cognitive load theory. This limitation results in the brain having to allocate processing resources, often in response to affective factors such as interest. Finally, the active processing assumption refers to the active engagement in cognitive processing required to build organised, systematic mental representations of inputs. As such, the human brain is constantly occupied with the selection, organisation, and amalgamation of input with existing 'knowledge', thus resulting in the formation of a personalised mental model in the individual's working memory (Mayer, 2009)" (Owen, & Martin, 2010).
Please cite as: Owen, H., & Martin, H. (2010). Multimedia enhancement of opportunities and outcomes for learners engaged in open, flexible and distance learning: Theory and practice. DEANZ 2010 - Quality Connections - Boundless Possibilities: Through Open, Flexible and Distance Learning.