Page 32 - Producing a Video to Communicate a New Model of Coaching to GAA Coaches

Table 2.1. Assumptions about how the mind works in multimedia (Reprinted from
Mayer and Moreno 2003)

Figure 2.1. Cognitive Theory of Multimedia Learning (Reprinted from Mayer 2008)

Mayer and Moreno (2003) further identify three types of processing that occur during

the learning experience. Essential Processing, corresponding to germane load, refers to
the processing that is required to learn the material. Incidental Processing is aligned to

the extraneous load and refers to processing of elements not required to achieve the
desired learning outcome(s). Finally Representational Holding, is related to the

intrinsic load, and refers to retaining mental representations in the working memory.

The Cognitive Theory of Multimedia as suggested by Mayer and Moreno (2003) states

that if the auditory/verbal and/or visual/pictorial information sensed results in
overloading the working memory capacity, information will not be organised

coherently and integrated with existing knowledge from long-term memory (Mayer &

Moreno, 2003).

2.4.3 Optimising Cognitive Load through Instructional Design

According to Smith and Ragan, (1999, p. 2) instructional design is the process ‘of
translating principles of learning and instruction into plans for instructional materials,

activities, information resources and evaluation.’ Moreno (2008, p. 762) then identifies

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