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36 - The Cognitive Load Self-Management Principle in Multimedia Learning

from Part VII - Principles Based on Generative Activity in Multimedia Learning

Published online by Cambridge University Press:  19 November 2021

By
Shirong Zhang ,
Bjorn de Koning ,
Shirley Agostinho ,
Sharon Tindall-Ford ,
Paul Chandler  and
Fred Paas
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
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Summary

Cognitive load theory (CLT) and the cognitive theory of multimedia learning (CTML) offer empirically supported instructional solutions to the frequent problem of cognitive overload during learning from multimedia materials. Until recently, these solutions have relied completely on instructors creating high quality learning materials and learners having access to those materials. However, in practice learners frequently have to deal with digital and printed multimedia learning materials that have not been designed with any consideration of cognitive load. The self-management principle has emerged from research using the vantage point of the learner, and is based on empowering learners to apply CLT or CTML principles themselves to manage their own cognitive load. In this chapter we present the rationale for the principle, empirical evidence, and theoretical and practical implications.

Keywords

cognitive load theorycognitive theory of multimedia learningcognitive load self-management principleimaginationsignaling
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 430 - 436
Publisher: Cambridge University Press
Print publication year: 2021

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