Modality Principle – People learn better from graphics and narrations than from animation and on-screen text.Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.Segmenting Principle – People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit.Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively.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.Redundancy Principle – People learn better from graphics and narration than from graphics, narration, and on-screen text.Signaling Principle – People learn better when cues that highlight the organization of the essential material are added.Coherence Principle – People learn better when extraneous words, pictures, and sounds are excluded rather than included.There are also several principles derived from this theory. Learning is an active process of filtering, selecting, organizing, and integrating information based upon prior knowledge.Each channel has a limited (finite) capacity (similar to Sweller’s notion of Cognitive Load). There are two separate channels (auditory and visual) for processing information (sometimes referred to as Dual-Coding theory).There are three primary assumptions of the Cognitive Theory of Multimedia Learning: This theory is a combination of two other key learning theories: Richard Mayer's Cognitive Theory of Multimedia Learning should influence the way online and blended courses and instructional materials are designed.
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