Introduction to Multimedia Learning

Chapter 1: Introduction to Multimedia Learning

Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. USA, Cambridge University Press.

In the Preface of this Handbook, Mayer explains its intention and describes the way the chapters are structured, based on six values: research based, theory grounded, educationally relevant, comprehensive, timely, and readable.

In Chapter 1: Introduction to Multimedia Learning, which is an updated and complemented version of chapter 1: The Promise of Multimedia Learning, in Multimedia Learning, Mayer describes some of the key concepts that are involved in the handbook: Multimedia, Multimedia learning and Multimedia instruction. Then he states some questions about the use of words and pictures to promote learning, and tackles orderly the following ideas:

Three Views of multimedia messages: Delivery Media view, Presentation Modes View and the Sensory Modalities View.

Two Views of multimedia Design: Technology-centred approach and Learner-centred approach (in this part he also gives a very interesting historical review of why not to use the technology-centred approach).

Three Metaphors of Multimedia Learning (one more than in the book of Multimedia Learning): Response Strengthening, Information acquisition, and Knowledge Construction.

Three kinds of Multimedia Learning Outcomes: No learning, Rote Learning, and Meaningful Learning.

Two Kinds of Active Learning: Behavioural activity and Cognitive activity.

Two major phases in the use of computer technology: Automation and Augmentation

On the whole he favours a sensory modality view, learner-centred approach, with a knowledge construction metaphor that peruses meaningful learning by means of a cognitive activity.

Useful quotes:

• People can learn more deeply from words and pictures than from words alone (P1)
• Presenting both is like presenting the material twice –giving the learner twice as much exposure to the explanation. (P4)
• …understanding occurs when learners are able to build meaningful connections between visual and verbal representations… (P5)
• In the process of trying to build connections between words and pictures, learners are able to create a deeper understanding than from words or pictures alone. (P5)
• Learner-centred approaches begin with an understanding of how the human mind works and ask “How can we adapt multimedia to enhance human learning? (P9)
• …anything invented by humans for the purpose of improving thought or action counts as an artefact (P9).
• …learning is based on building connections, so “what is learned” is that a certain response is connected to a certain situation… the learner’s job is to make a response and receive feedback on the response P(11).
• Understanding is ability to construct a coherent mental representation from the presented material (P13)
• Research on learning shows that meaningful learning depends on the learner’s cognitive activity during learning rather than on the learner’s behavioural activity during learning (P13)

Ideas to consider

• … these reports of development efforts are generally based on best practices and informal case studies … lack of scientific research evidence… (P.ix) What is needed is a research-based understanding of how people learn from words and pictures and how to design multimedia instruction that promotes learning. (P6)
• I reject the delivery media view because it focuses on the technology rather than on the learner. (P2)
• …people do not necessarily learn better when the speaker’s image is on the screen. (P7)
• People do not necessarily learn better from animation than from static diagrams (P7).
• Instead of adapting technology to fit the needs of human learners, humans were forced to adapt to the demands of cutting-edge technologies (P9).

Questions he asks in this chapter

• Do students learn more deeply from words and pictures than form words alone? (P3)
• What are the consequences of adding pictures to words? (P4)
• What happens when instructional messages involve both verbal and visual modes of learning? (P4)
• What affects the way that people learn form words and pictures?(P4)
• How can multimedia presentations foster meaningful learning? (P4)
• Why might two channels be better than one? (P4)
• Which type of active learning promotes meaningful learning? (p14)

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