In today’s digital age, instructional designers are constantly seeking to improve the effectiveness of multimedia presentations in educational settings. These presentations often include a combination of animations, words and pictures to facilitate learning. But how do people learn from these multimedia resources? Two significant theories provide insight: the Information Delivery Theory and the Cognitive Theory of Multimedia Learning.
Information Delivery Theory of Multimedia Learning
The Information Delivery Theory suggests that learning is a straightforward process of transferring information into the learner’s memory. According to this theory, the computer serves as a tool for delivering information, and the instructional designer’s primary role is to present that information clearly—whether through words, pictures, or both. Learners, in turn, are responsible for receiving and storing this information in their memory.
From this perspective, adding pictures to a text-heavy presentation may not necessarily enhance learning if the images replicate the same information provided by the words. For example, if a narration describes a concept and an animation depicts the same concept, the theory posits that no additional learning would occur beyond what the words alone conveyed.
However, a more lenient version of this theory allows for the idea that different learners may prefer different modes of information delivery. Some individuals may be more inclined toward visual presentations, while others favor verbal explanations. In this case, multimedia presentations combining words and pictures could cater to these preferences, leading to more effective learning.
Still, according to the stricter interpretation of the Information Delivery Theory, a single or multimedia medium has little impact on learning outcomes if the information remains the same.
Cognitive Theory of Multimedia Learning
In contrast, the Cognitive Theory of Multimedia Learning presents a more nuanced view of how people learn from words and pictures. According to this theory, learning is not merely about receiving and storing information; it involves constructing meaningful knowledge.
This theory is based on three foundational assumptions derived from cognitive research:
- Dual-Channel Assumption: Human cognition processes information through two channels—one for visual/pictorial input and another for auditory/verbal input (Baddeley, 1998; Paivio, 1986).
- Limited Capacity Assumption: Each cognitive channel can only process a limited amount of information at a given time (Baddeley, 1998; Sweller, 1999).
- Active Processing Assumption: Learning is an active process wherein learners select relevant information, organize it into coherent structures, and integrate it with their existing knowledge (Mayer, in press; Wittrock, 1974).
Under the Cognitive Theory of Multimedia Learning, meaningful learning occurs when students mentally construct knowledge by simultaneously processing visual and verbal inputs. For instance, when a narration is presented, the learner processes the words through the auditory channel. The learner processes the images through the visual channel if an accompanying animation is shown.
To create meaningful learning experiences, the learner must organize the incoming verbal or visual information into a logical cause-and-effect chain. The learner then integrates this organized information with prior knowledge. The key to this process is integration, which is more likely to happen when corresponding verbal and visual elements are presented together, allowing the learner to simultaneously hold both representations in working memory.
Implications for Instructional Design
Based on the Cognitive Theory of Multimedia Learning, multimedia presentations (e.g., narrated animations) are more effective than single-medium presentations because they promote active cognitive processing. Learners who engage with words and pictures can better construct a comprehensive understanding of the material by integrating these dual information channels.
This theory suggests that instructional designers should aim to design multimedia presentations that foster active learning by:
- Combining Narration and Animation: Aligning visual and verbal information to help learners process and integrate the material effectively.
- Reducing Cognitive Overload: Ensuring the information presented does not exceed the learner’s limited cognitive capacity.
- Encouraging Active Engagement: Prompting learners to actively select, organize, and integrate information.
Conclusion: Words and Pictures Together Make Learning More Effective
The debate between the Information Delivery Theory and the Cognitive Theory of Multimedia Learning highlights different perspectives on how people learn from multimedia presentations. While the Information Delivery Theory emphasizes passive information transfer, the Cognitive Theory underscores the importance of active mental engagement.
Ultimately, the Cognitive Theory offers a more comprehensive explanation of how learners can benefit from well-designed multimedia presentations. By effectively integrating words and pictures, instructional designers can create rich learning experiences that enhance understanding and retention, making multimedia an invaluable tool in education.
Check out this insightful article on Visual Representation in Problem Solving for further reading.
Source: Mayer, R. E. (2001). Multimedia learning. Psychology of Learning and Motivation, 41, 85-139. https://doi.org/10.1023/A:1013184611077
