You are here:

Cognitive Architectures for Multimedia Learning
ARTICLE

Educational Psychologist Volume 41, Number 2, ISSN 0046-1520

Abstract

This article provides a tutorial overview of cognitive architectures that can form a theoretical foundation for designing multimedia instruction. Cognitive architectures include a description of memory stores, memory codes, and cognitive operations. Architectures that are relevant to multimedia learning include Paivio's dual coding theory, Baddeley's working memory model, Engelkamp's multimodal theory, Sweller's cognitive load theory, Mayer's multimedia learning theory, and Nathan's ANIMATE theory. The discussion emphasizes the interplay between traditional research studies and instructional applications of this research for increasing recall, reducing interference, minimizing cognitive load, and enhancing understanding. Tentative conclusions are that (a) there is general agreement among the different architectures, which differ in focus; (b) learners' integration of multiple codes is underspecified in the models; (c) animated instruction is not required when mental simulations are sufficient; (d) actions must be meaningful to be successful; and (e) multimodal instruction is superior to targeting modality-specific individual differences.

Citation

Reed, S.K. (2006). Cognitive Architectures for Multimedia Learning. Educational Psychologist, 41(2), 87-98. Retrieved April 25, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Computer games and learning: The relationship between design, gameplay and outcomes

    Claudia Schrader & Theo Bastiaens, Open University in Hagen, Germany

    Journal of Interactive Learning Research Vol. 23, No. 3 (July 2012) pp. 251–271

  2. Teacher Education Students’ Perceptions of the Value of Handouts Accompanying Teacher Educators’ Computer-Generated Slide Presentations

    Yesim Yilmazel-Sahin, Consultant, Center for Applied Linguistics, United States; Rebecca L. Oxford, University of Maryland, College Park, United States

    Journal of Technology and Teacher Education Vol. 18, No. 3 (July 2010) pp. 509–535

  3. ICT in Psychology Teaching: Formative Evaluations

    Weiqin Chen, Rolf Reber, Anne Margrethe Stokke-Olsen & Birgitte Gudem, University of Bergen

    International Journal on E-Learning Vol. 7, No. 2 (April 2008) pp. 201–218

  4. Temporal, but not Spatial, Contiguity Effects While Studying an Interactive Geographic Map

    Steven Crooks, David White, Sribhagyam Srinivasan & Qingfu Wang, Texas Tech University, United States

    Journal of Educational Multimedia and Hypermedia Vol. 17, No. 2 (April 2008) pp. 145–169

  5. Influences on Visual Attentional Distribution in Multimedia Instruction

    Eric Wiebe & Leonard Annetta, North Carolina State University, United States

    Journal of Educational Multimedia and Hypermedia Vol. 17, No. 2 (April 2008) pp. 259–277

  6. The Effects of Presentation Format for Behavior Modeling of Interpersonal Skills in Online Instruction

    Min Young Doo, James Madison University, United States

    Journal of Educational Multimedia and Hypermedia Vol. 14, No. 3 (July 2005) pp. 213–235

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.