Page 34 - The Inquiry into the Development and Implementation of a Multimedia Resource to Help Improve Parental Involvement in Their Child’s Reading Literacy During the Primary School Years.

The Cognitive Theory of Multimedia Learning builds on the Cognitive Load Theory

in that working memory has two channels for acquiring information and processing
it; a visual/pictorial channel and an auditory/verbal processing channel (Mayer and

Moreno, 2003). When both channels are used, the learner’s working memory’s
capacity is used to its optimum, however, either channel can be inundated by high

cognitive load. This is why Mayer (2003) recognised the Extraneous Cognitive Load

as the cognitive effort that does not help the learner. When either channel is
overwhelmed, it is often due to a poorly designed instructional video (e.g., too much

information, poor quality audio).

Digital video is a form of multimedia that enables the user to learn through the

sensory channels of aural and visual simultaneously. Video often uses multiple
presentation modes, such as auditory/pictorial or visual/pictorial representations

(Mayer, 2001) that allows for the communication of the same information to the
learner through simultaneous learning methods and can provide the learner with

multiple entry points (Gardner, 2006). This enables the viewer to learn through both

verbal and visual means, to view actual objects and realistic scenes, to see sequences
in motion, and to view perspectives that are difficult or impossible to observe in real

life (Wetzel, 1994). It is therefore understood that when viewed together, each
source provides additional complementary information, thus increasing the chances

that comprehension will take place (Kozma, 1991).

2.6.2 Principles for Increasing Germane Cognitive Load and Reducing

Extraneous Load

The following principles are based on the premise that effective learning experiences
attempt to reduce extraneous cognitive load, optimise germane cognitive load, and

manage intrinsic cognitive load, with four effective practices emerging.

Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-

screen text or symbols to highlight important information. For example, signaling
may be provided by the appearance of two or three key words (e.g., Mayer and

Johnson, 2008; Ibrahim et al., 2012), a change in colour or contrast or a symbol that

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