Multimedia Learning Theory

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The well known triangular model of activity system was normally applied as graphic model and lens for such interpretive data analysis. Kazlauskas (2014), In Activity Theory, the association between subject (human doer) and object (the thing being done) forms the central part of a commotion. The object of a commotion encompass the activity’s focus and reason while the subject, a person or group occupied in the activity in various motives. The outcomes of an activity could be the planned ones, but there can also be others that are unplanned. For example, disciplining a teenager by threatening him/her to go out on Saturday nights possibly will keep them home as proposed but it may also have the consequence that the teenager feels that they are…show more content…
Multimedia is learning where students can learn through using different graphics in which photos, graphs, animations, maps and videos included printed or spoken text. It is not efficient method to add simply words and images for achieve multimedia learning. The major reason is to use instructional media is to transfer the knowledge in the light of how human mind workings. Three Assumption of Cognitive Theory of Multimedia Learning: The basic purpose of this theory is three important cognitive processes which help in learning through multimedia. • Dual Channels: The first cognitive progresses are two separate channels that is incoming verbal information give in a text base and another channel is applied to virtual information give in text based so it is selection of relevant words and images. • Limited Capacity: The second cognitive process is organized; each channel has limited capacity assumption so organized selected words to create a verbally-based model and organized selected image to create a virtually-based model. • Active Processing: Finally the third process of sifting, selecting, arranging and integrating verbal and virtual representation based on prior…show more content…
Multimedia learning Cambridge University Press. Principles of Multimedia Learning: Richard E. Mayer discussed twelve principles that design and systematize of multimedia presentations: • Coherence Principle: Students can learn in a better when we exclude the irrelevant words, pictures and sounds. • Signaling Principle: Students can be able to improve their learning when indications that important material are added and bring light on it. • Redundancy Principle: Students learn improved from the graphics, narration as well as on-screen text. • Spatial Contiguity Principle: Student’s learning can be enhanced when related words and images are presented close to rather than far from each other on screen. • Temporal Contiguity Principle: Student’s knowledge better if we presented matching words and images at the same time rather than one after than another. • Segmenting Principle: Students information must be improved from the gathering of multimedia classrooms which presented in user- paced segments and avoid the pattern of as a constant unit. • Pre-training Principle: Students learn well again lessons through multimedia when they are familiar with the characteristics of the key

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