Multimedia Learning Theory (MLT)

At a glance

  • Multimedia Learning theory was developed by Mayer over ~20 years using lab-based tests
  • Considers a range of multimedia elements - and the interaction between them - to determine impact on learning, retention and recall of information+
  • It has proved difficult to replicate or validate all of the principles 'in the real world'; but some do hold up, and additional areas of research seek to add to the understanding of MLT's impact on learners

In depth

MLT is heavily grounded in

  • Cognitive Load Theory (CLT): The theory that a persons cognitive load is limited, based on how the senses are being stimulated, and having to process the information. The amount of processing required based on the senses being stimulated underpins MLT.
  • Dual-Channel Assumption: That people possess separate and discrete information processing channels for visual/spatial materials and auditory/verbal materials. Based  on Clark & Paivio's (1991) dual-coding theory.
  • Cognitive Processes: the three demands - Extraneous, Essential, and Generative - on cognitive capacity during multimedia learning (Mayer, 2021)

    1. Coherence Principle: People learn better when extraneous material is excluded rather than included
    2. Signaling Principle: People learn better when cues are added that highlight the organisation of the essential material
    3. Redundancy Principle: People do not learn better when printed text is added to graphics and narration
    4. Spatial Contiguity Principle: People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen
    5. Temporal Contiguity Principle: People learn better when corresponding words and pictures are presented simultaneously rather than succisively

    1. Segmenting Principle: People learn better when a multimedia lesson is presented in user-paced segments rather than as a continuous unit
    2. Pre-Training Principle: People learn better from a multimedia lesson when they know the names and characteristics of the main concepts
    3. Modality Principle: People learn better from graphics and narration than from graphics and onscreen text

    1. Multimedia Principle: People learn better from words and pictures than words alone
    2. Personalisation Principle: People learn better from multimedia... when words are in conversational style rather than formal style
    3. Voice Principle: People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine [generated] voice
    4. Image Principle: People do not necessarily learn better from a multimedia lesson when the speaker's image is added to the screen
    5. Embodiment Principle: People learn more deeply from multimedia presentations when an onscreen instructor displays high embodiment rather than low embodiment
    6. Immersion Principle: People do not necessarily learn better in 3D immersive Virtual Reality [experiences] than with a corresponding 2D desktop presentation
    7. Generative Activity Principle: People learn better when they are guided in carrying out generative learning activities during learning

Further reading and resources