Cognitive theory of Multimedia Learning (CTML)

Principles of the information processing approach

• The mental system has limited capacities, i.e. bottlenecks in the flow and processing of information, occur at very specific points
• A control mechanism is required to oversee the encoding, transformation, processing, storage, retrieval and utilization of information. This control mechanism requires itself processing power and that varies in function of the difficulty of the task.
• There is a two-way flow of information. Sensory input is combined with information stored in memory in order to construct meaning.
• The human organism has been genetically prepared to process and organize information in specific ways.

 Cognitive theory of Multimedia Learning (CTML)

 C T M L consists of the following main ideas (Mayer, 2001):

1. dual coding - in which the representation and processing of information concerning verbal and nonverbal materials are handled cognitively by separate subsystems
2. dual processing - in which working memory includes independent auditory and visual working memories 
3. limited capacity - in which the processing capacities of learners are severely limited 
4. active learning - in which meaningful learning occurs when learners select, organize, and build coherent connections of new information with prior knowledge 

One of the most widespread theories of multimedia learning is described by Mayer . The model is based on well known cognitive sciences theories: The limited capacity of short term memory, described with the three stages of human memory . 
Sensory memory, short-term memory and  long-term memory being the three stages information passes through in order to be remembered. 
Later, Baddeley & Hitch defined their multi-component model of working memory. In particular, they showed that phonological and visuo-spatial information are stored in short-term memory by different processes with different resources. The dual coding theory formulated by Pavio also supports the separated processing of verbal and non-verbal (or visual) information. Hence, a word encoded in a verbal way will be better recalled if also encoded in a visual form. Mayer also describes a principle of active information processing , stating that learning is more efficient if reinforced by a real cognitive investment and work. A conscious activity from the learner, such as voluntary attention shifts to important elements or mental organization. In the end, Mayer's theory of multimedia learning is close from Attkinson & Shiffrin model, with three phases of information processing: selection, organisation and integration to a prior mental model. Mayer insists on the fact that these phases are not a fixed order, but more an iterative process.


Schnotz and Bannert's provided an elaborated model of how verbal-symbolic and depictive information are conjointly and interactively processed in order to form a mental model, which eventually may affect conceptual organization. They define the final organisation of knowledge in two parts. On one hand, a propositional representation gathers together semantic elements, in a symbolic structure. On the other hand, a mental model is formed from perceptive and visual organisation of the different elements in an analogical form, but also from semantic elements. Both representations are strongly related and have similar structures.
The selection of pertinent information uses top-down processing. Previous knowledge guides the gathering of information. In the absence of a pertinent mental model to guide visual exploration, other selection processes will be used. Lowe showed that novices learners were mostly relying on perceptive salience to extract information form a meteorological map.
Knowledge organisation is both based on bottom-up and top-down processing. Perceptive organisation of the elements as well as anterior knowledge are used in order to build a mental model linked with a propositional representation. Of course, these selective and organisational functions stand on working memory.


Reference:http://edutechwiki.unige.ch/en/Human_information_processing