There is a growing body of evidence that use of ICT in the classroom can enhance learning (Meiers, 2009).  Computer-based multimedia learning environments - consisting of images, text and sound - offer a potentially powerful setting for improving student understanding.  However, all multimedia resources are not equally effective, so the challenge teachers face is how to assess and select multimedia resources that best promote meaningful learning. How can we use words and pictures to help students explore the life stories of significant Indigenous figures, learn how the language and techniques of filmmaking are used to tell stories, explore the characteristics of scatter plot graphs, explore the properties of right-angled triangles to calculate unknown quantities, better understand the current model of the Earth's structure or solve a product design brief?

Mayer and Moreno (2002) discuss the cognitive theory of how learners process multimedia information.  This theory can be used to guide teachers to assess and select the most effective multimedia resources for learning in the classroom. The most substantial gains in pupil attainment are achievable where the use of ICT is planned, structured and integrated effectively.  Also, teachers need to be aware that there are times when the use of ICT is appropriate for a particular task and other times when different media are more appropriate.

References:

• Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107–119.
• Meiers, M. (2009). The use of ICTs in schools in the digital age: what does the research say? NSWIT Digest, 2009(1). http://www.nswteachers.nsw.edu.au (retrieved February 23, 2009)

   

   

Links to Resources

Richard E Mayer

Richard E. Mayer is Professor of Psychology at the University of California, Santa Barbara.  His research interests are in educational and cognitive psychology. His current research involves the intersection of cognition, instruction, and technology with a special focus on multimedia learning and computer-supported learning.  He is the author of more than 390 publications including 23 books, such as Multimedia Learning: Second Edition (2009).  This site provides a link to a reference list of a selection of his publications.

http://www.psych.ucsb.edu/people/faculty/mayer/index.php (retrieved March 23, 2009)

Cognitive Load Theory

This page provides a brief explanation of cognitive load theory.

http://tip.psychology.org/sweller.html (retrieved June 22, 2009)

Cognitive load theory and user interface design: Making software easy to learn and use.

This site gives a more detailed explanation of cognitive load theory and its implications for learning with multimedia.

http://www.ptg-global.com/papers/psychology/cognitive-load-theory.cfm (retrieved June 22, 2009)

Cognitive load theory as an aid for instructional design

This paper summarises several findings in educational psychology that have led to the development and application of cognitive load theory to the format of instruction.

http://www.ascilite.org.au/ajet/ajet6/cooper.html (retrieved June 22, 2009)

Research into Cognitive Load Theory and Instructional Design at UNSW

This paper provides a detailed discussion of cognitive load theory and its application to instructional design.

http://education.arts.unsw.edu.au/staff/sweller/clt/ (retrieved June 22, 2009)

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