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We interpret information through both auditory and visual channels and these can be overloaded. It is important that multimedia learning is organised effectively to enhance cognitive function

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-We interpret information through both auditory and visual channels and these can be overloaded. It is important that multimedia learning is organised effectively to enhance cognitive function.
-mayers cognitive theory in multimedia suggests that we interpret information through visual and auditory channels.
-the way we inteprete information is through visual and auditory channels

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Cognitive theory for Multimedia Learning is the idea that the brain interprets information through two channels, auditory and visual. There is limited capacity to how much information these two channels can absorb. Therefore the teacher has to strategically plan how the information is presented.

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Mayer's multimedia learning cognitive theory proposes that the brain does not view a multimedia presentation of words, visuals, and aural information as mutually exclusive. These elements are processed through sensory, working and lastly, long term memory to build new or upon existing knowledge.

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- Cognitive theory is the process in which every human has two channels to process visual and auditory information. With this, there is only a limited capacity of information that can be absorbed at one time.
- The cognitive processes associated with online learning need to be considered when planning activities. Having more than one thing addressing each process/channel can cause overload
- People learns better when they actively make connection between new content and knowledge they already learned.

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Cognitive theory is how a learner processes new information through their senses.  Planning needs to accommodate the limited capacity of these senses to prevent an overload on the working memory.  If this is considered learning can be improved as new knowledge transfers to long term memory.
Links to prior knowledge can help new knowledge move from working memory to long term memory.

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Cognitive theory is essentially a schema where the mind can connect past information to new information. A way to support this is how you layout the media of the lesson such as adding pictures to the text or what is being said, as well as do information in small amounts. Ensuring this always an audio and a visual to go together

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Cognitive theory of multimedia learning is based off of Richard sweller's cognitive load theory which assumes the same principles about they way we process stimuli into our memories.

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Cognitive theory is based on the learner using two separate channels to take in information (auditory and visual), and there is a limit to how much information the learner can take in at any one time.

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The cognitive theory of multimedia learning specifies five cognitive processes in multimedia learning: selecting relevant words from the presented text or narration, selecting relevant images from the presented graphics, organising the selected words into a coherent verbal representation, organising selected images into a coherent pictorial representation, and integrating the pictorial and verbal representations and prior knowledge (Mayer, 2014)

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Cognitive theory in multimedia learning suggests that there is a limit to the processing someone can achieve. Technologies should reduce the load to support their cognitive functions.

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Multimedia learning constructs knowledge by selecting and piecing different elements of a presentation/lesson together.

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Multimedia learning has to be done in a curated way so as to avoid overwhelm
The brain can only take information in via specific pathways - technology can be used to assist this BUT can also easily make it worse - don't overload the senses

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- Supports the idea of not using technology if it is not required or enhances learning
- It is important to use more than one medium but ensure they work together so our brain does not get confused
- Present the different mediums as one

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Mayer's cognitive theory of multimedia learning is  the idea that the brain interprets information from a multimedia presentation in a strategic, selected and organised way to produce a logical mental construct.

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Cognitive theory of multimedia learning is based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information.