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Multimedia, Cognitive Load, and Pedagogy

Multimedia, Cognitive Load, and Pedagogy
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Author(s): Peter E. Doolittle (Virginia Polytechnic Institute & State University, USA), Andrea L. McNeill (Virginia Polytechnic Institute & State University, USA), Krista P. Terry (Radford University, USA) and Stephanie B. Scheer (University of Virginia, USA)
Copyright: 2008
Pages: 22
Source title: E-Learning Methodologies and Computer Applications in Archaeology
Source Author(s)/Editor(s): Dionysios Politis (Aristotle University of Thessaloniki, Greece)
DOI: 10.4018/978-1-59904-759-1.ch017

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Abstract

The current emphasis, in education and training, on the use of instructional technology has fostered a shift in focus and renewed interest in integrating human learning and pedagogical research. This shift has involved the technological and pedagogical integration between learner cognition, instructional design, and instructional technology, with much of this integration focusing on the role of working memory and cognitive load in the development of comprehension and performance. Specifically, working memory, dual coding theory, and cognitive load are examined in order to provide the underpinnings of Mayer’s (2001) Cognitive Theory of Multimedia Learning. The bulk of the chapter then addresses various principles based on Mayer’s work and provides well documented web-based examples.

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