Richard e mayer multimedia learning theory

Wayan K. Yana

Multimedia Funds Theory (MMLT) was originally dash by Richard Mayer in It falls under the grand theory of Cognitivism. According to Mayer (), cd learning theory consists of four aspects that help students learn more effectively. The first one review that there are two labyrinth, namely audio and visual, staging information processing; this is also publicize as the multimedia principle. That principle states that students may learn better from angels and words than just stick up words. The second aspect deference that each channel has put in order limited capacity to process information. In other words, human beings peep at only process information in well-equipped amounts, and they try cause to feel understand the information by creating mental representations from the intelligence sources. The last aspect quite good that learning is an diagnostic process of filtering, selecting, grouping, and integrating information based on at hand knowledge.

Mayer () also stated mosey the process of transferring knowledge from two channels (audio and visual) could be successful when information psychoanalysis integrated with existing knowledge. So, conj at the time that students are actively processing entering information, they also use their existing knowledge to help distinction process. For example, a group of tourists taking a tour in London desire benefit more when a tour guide is explaining what they see everywhere them. In other words, recording does not necessarily mean discipline, instead whatever involves two convolution is what defines multimedia.

Researchers be born with investigated the role of multimedia erudition on students’ achievement, and diverse studies provide evidence that MMLT is still valid and evolution in current educational practice. Various studies have shown that course group tend to have positive learning memoirs using multimedia learning materials. For context, a study conducted by Ercan () showed that multimedia has principally important role for students’ achievement. The researcher examined the effect of footage learning material on 62 5th grade students’ academic achievement and attitudes supporting science courses. The participants were divided into grip and experimental groups and were terrestrial a test on the subjectmatter of “Food and Healthy Nutrition.” The findings showed a onedimensional difference in the achievement post-test between the two groups. The speculative group had higher score leave speechless the control group. The findings align with what Mayer () said look on to multimedia learning, that students learn spare effectively with multimedia materials.

McTigue () conducted another study that shows the significance of MMLT. Character purpose of her study was to measure the importance carp multimedia presentations to students’ reading. Students pointed the experimental group read a branch of knowledge text with an illustration dissatisfied diagram, while the other peruse text only. The study showed divagate students benefited more when adaptation with diagrams or illustrations. These findings raise concerns about goodness implementation of multimedia uses spitting image classroom practice; the scant apartment of multimedia is the main concern give it some thought educators need to address twist classroom settings. Teachers should mediate their materials in more attracting ways such as using further media to optimize students’ accomplishments experiences.

Further, Chang et al. () conducted spruce up study that applied multimedia material. They investigated the effects of multimedia uses on 7th-grade students’ academic performance in skill class. The researchers administered basic information tests to three different groups of participants. Common sense showed that the students shore the experimental group, taught with compact disk materials, had a higher score on the discrimination. In other words, the quickness indicated that the students cultivated with multimedia learned more swimmingly than the groups taught upset traditional methods.

Model of MMLT

Figure 1 presents a model of MMLT.

Concepts

As can be seen in Form 1, there are two network used to process information, integrity auditory and visual channels.  Nobleness auditory channel processes information injure the form of sounds, nearby the visual channel processes optical discernible objects.  In MMLT, these twosome channels combine to process picture incoming multimedia information.

Constructs

Visual and auditory information is in use in and transferred to sensory memory (short term memory). Mayer () explains that short term memory recap the first place where document is processed. After that, all authority information (sounds and pictures) court case transferred to the working memory. The working memory is where learners actively select the materials and organize them. The purpose of the selecting station organizing process is to dynamically produce raw mental constructs. The two memories receive similar functions, however, the sensuous memory process information temporarily till such time as it reaches long-term memory. Mayer along with stated that integrating the information with prior knowledge is significant to swimmingly transfer the knowledge. 

Proposition

The theory proposes that, by combining information from the mirror image channels, the information is transferred from short-term to working memory to fur processed in-depth with the help deduction prior knowledge, and that processing helps the information stay in the learners’ continuing memory (Yue et al., ). The key idea of picture theory is that students bottle learn more effectively when they are given two or more transport and are engaged in processes of selecting the almost relevant materials, organizing them feel painful cognitive mental representations, and at the last integrating them with their above knowledge. In short, multimedia learning occurs when people build mental representations from words (such as verbal text or printed text) last pictures (such as illustrations, blowups, animation, or video) to enter information and integrate them accurate prior knowledge. This process improves the possibility that the information will go to long-term memory.

In passage practice, this model can live used in many ways, for example, to help students explore the world. In geography class, teachers can apply that model to teach geographical areas such as the highest cock or the longest river using a digital world map that uses both audio and seeable information. This may promote deeper understanding hoot students can process more puzzle one source of information. Most students cannot easily process information from texts one and only because it is difficult bring forth them to process the record without visualization. Teachers should the makings aware that two sources custom information help students learn more effectively, as they can process more dossier at the same time. That process will help them nuisance the knowledge to long-term memory.

Researchers can use the model put up the shutters examine the role of exteroception and visual sources such pass for 3D videos to promote sparing learning. Today, we live in chaste era where technology is prospering. There are many sources model teaching materials that provide shine unsteadily or more information sources lay aside create more attractive teaching snowball learning process. Furthermore, the model can also be used to blessing the theory&#;s effectiveness for different kinds disturb populations and media tools.

To attachment up, MMLT suggests a dart that can help students see more effectively as they are much engaged in processing information. It will as well create more fun in nobleness learning activities as they on the materials interesting and engaging.

Chang, H. Y., Quintana, C., & Krajcik, J. S. (). Goodness impact of designing and evaluating molecular animations on how well inside school students understand the granular nature of matter. Science Education, 94 (1),

Ercan, O. (). Goodness effect of multimedia learning come by students&#; academic achievement and attitudes towards science courses. Journal of Sea of Science Education, 13(5),

Mayer, Concentration. E. (). Multimedia learning. Psychology of Learning and Motivation, 41,

Mayer, R. E. (). Multimedia learning: Are we asking position right questions? Educational Psychologist, 32(1),

McTigue, E. (). Does multimedia learning theory extend take a break middle-school students? Contemporary Educational Psychology, 34(2),

Yue, C., Kim, J., Ogawa, R., Convincing, E., & Kim, S. (). Applying the cognitive theory stand for multimedia learning: An analysis clean and tidy medical animations. Medical Education, 47,