Module 7 Bibliography Conley WEEK 7

ANNOTATED BIBLIOGRAPHY

Mayer, R. E. (2014) Introduction to multimedia learning. In R. E. Mayer (Ed.), The

As educators, what is the most successful way to design a multi-media classroom environment?
Research reflects everyone learns from pictures and words and this book introduces the
principles and theories associated with this concept for teachers to instruct in ways other than
just words or lectures. The chapter spends pages explaining and defining the concept of
multimedia as well as when this learning occurs using it as an instructional tool that is able to
present this type of lesson for educators. (pp.1-3). This research for further defining these ideas
are divided into five parts: Theoretical Foundations, Basic Principles of Multi Learning as well
as Advanced, Multimedia Learning of Cognitive Processes, and then Computer Based Contexts.
Each part includes many principles and theories that support the idea of multimedia learning and
explain any limitations associated with the theories. While this is ever becoming a powerful tool
within our educational environment it is also challenging the theory of technology and its role
within learning. Both systems, either technology centered or learner centered utilizes multimedia
and enhance student learning capabilities (p.13). Future research is needed to determine whether
it is beneficial for all students to learn as easily from an online lecture vs. a classroom
environment. The risk is that technology will force education to become complacent and not
continue improving the educational system. The learner system offers the understanding of
human function using the mind and what is being learned in real time or active learning.
Through this, educators can determine what is being understood and remembered within the
classroom setting. The continued struggle is the retention of what students learn in either
approach. (p.21-22).

Mayer, R. E. (2014) Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The

This chapter focuses on the fourth part introduced in chapter 1. It reflects a design of multimedia
learning involving higher level cognition. It begins by reflecting back again to where all people
learn from words and pictures and focuses on how this cognitive theory can be used to improve
learning capabilities during instruction. The illustrations used are all forms of communication
involving information processing in various stages. It determines the theory is consistent,
testable, and relevant to education. Three assumptions are derived from this understanding of the
cognitive science principles called: dual channel, limited-capacity, and active processing and
provide a better representation of cognitive theory. Therefore, multimedia design is influenced
by how everyones brain stores memory they have learned. The theory assumes all information
enters the brain in the same format regardless of the presentation style used. It concludes that the
learners ability to store information does not need guidance in how this is organized and that the
brain does this automatically based on the three assumptions presented. (pp.46-47). The
organization that occurs during this process involves selecting, organizing, and then integrating
into existing storage of knowledge already learned and defines this as the implicit theory. (p.51).
It then progresses into the three memory types of storage after this process occurs. For this
learning to occur in a multimedia environment, anyone must engage the brain in five separate
cognitive processes of learning material that is presented in any particular order of the stage of

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Module 7 Bibliography Conley WEEK 7

the process. The types of knowledge introduced in the materials are words and pictures, acoustic
and iconic, sounds and images, verbal and pictorial, and anything of prior knowledge. Further
research is needed beyond this to determine relevant outcomes of this learning.

Mayer, R.E., & Anderson, B. (1991). Animations Need Narrations: An Experimental Test
of a Dual-coding Hypothesis. Journal of Educational Psychology, 3, 484-490.

This article uses 2 experiments from the University of California at Santa Barbara to describe the
need for animation to depict a specific process. It uses animation to allow students to understand
science which is the goal of education to allow for the learning process to occur. Animation
catches your attention while allowing text to describe the pictorial images thus resulting in
creative logic being reasoned through the use of pictures. These experiments were forms of test
that involved simple problem solving of a specific situation addressed. The results determined
students in the words-with pictures group performed better on the problem-solving test than
students without the animation. These results define dual coding theory which is the effective
understanding using explanations that requires a mapping between words and pictures.
Presenting verbal and visual explanations together in animation is a coordinated combination
found to be more effective in problem solving areas of learning.

Presently, educators are challenged with designing lectures using the power of computer
graphics in ways that can be theoretically explored using the same kinds of connections of
stimuli in the brain. In the various experiments presented of the bicycle tire pump, three
contrasting hypotheses are examined concerning the relationship between instructional words
and pictures. The single code states that the various presentations used do not matter for learning
to occur and memory is stored using the same encoding. Separate dual code is of information
presented as words in a verbal format or as pictures in a visual format. The integrated dual code
hypothesis states learners can build connections between all formats describing the relation
between verbal explanations and visual animations of how any specific situation works. The
conclusion utilized all experiments showing results using dual-coding theory of findings with the
effectiveness of animations in the learning process. (p.486). Students learn using this use of
words and pictures for effective mental images to represent even a system of logic in science for
better understanding and comprehension of knowledge.

Schraw, Gregory & Matthew McCrudden. Information Processing Theory. Jul 12, 2013.
www.Education.com

We process information with amazing efficiency and often perform better than computers in
problem solving and critical thinking skills. Researchers have developed systematic models of
memory, cognition, and thinking, such as the information processing model (IPM) to explain this
process. It consists of three main components, sensory memory, working memory, and long-term
memory. Sensory and working memory enables people to manage limited amounts of
information during processing, whereas long-term memory is a permanent repository for
knowledge storage. The terms that describe this efficient cognitive processing in working
memory are limited attentional resources and automaticity. Sensory memory is effective during
processing with a high degree of automaticity when it utilizes familiar spoken or printed words,
faces, and sounds. Long-term memory does not have these limitations for attention and provides

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Module 7 Bibliography Conley WEEK 7

an unlimited storage for facts and knowledge that are held for very long periods of time.
Research has identified the two key aspects of long-term memory as what types of information
are represented, and how information is then organized. The recall ability of long-term memory
increases due to this efficient organizational strategy. The IPM provides a three-component model
which explains these different capabilities involving memory and provides an excellent
framework for our understanding of the principles of effective learning.

Schnotz, W. (2014) Integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The
Cambridge Handbook of Multimedia Learning. (pp. 72-103). New York: Cambridge.

Technology can be presented during a learning environment in many mediums such as computers, screens
and loudspeakers. The formats are then delivered in text or picture variations. Your senses involved are
either the eyes or ears. The psychology involving using computers vs text in weighed for usage in this
chapter. Should learners listen or view a lecture? It explains the many multiple senses of comprehension
that can be utilized. Using very specific forms in sensory registers with our working and long-term
memory capabilities. Beyond these forms it further stipulates the differences between perception based
and cognitive based descriptions of understanding. Perception is very visual and sound patters where
cognitive is more of mental imagery using structure. When a student understands something presented
using text or pictures in cognitive perception, they automatically construct a mental image of this and the
it is stored in memory. The three distinguishable systems that are later defined from this recognition are
sensory registers, working memory, and long-term memory. However, they all utilize different working
functions as well as constraints and limitations while processing text and pictures. The main constraint is
of limited capacity and some of the limitations of limited capacity are of description presentations and to
process and transmit information,. This is explained using the integrated model of text and picture
comprehension (ITPC). The ITPC model is known for differentiating between symbols and icons using
descriptive language, text information, picture images, and basic working memory capabilities. This
model most important function is offering a structure or framework for an analysis to occur on the
knowledge presented during learning comprehension that makes it then possible to test your findings of
retention. (p.87). If the framework provided is utilized, an educator should be able to determine which
are the best combinations of text and pictures that will be successful for the student during the learning
process. As a result, this implies a framework for instructional design in education.