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2 results

  • 8 - Implications of the Four Component Instructional Design Model for Multimedia Learning

  • from Part II - Theoretical Foundations
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 100-120

  • Summary

    The ongoing scientific and technological developments that impact professional performance require professionals to keep their competencies up-to-date which calls for complex learning. Complex learning involves integrating knowledge, skills, and attitudes; coordinating different constituent skills; and often transferring what is learned in school or training settings to daily life and work settings. It requires memory processes and cognitive learning processes aimed at schema construction and schema automation. In line with the 4C/ID model, we claim that four components are necessary to realize complex learning: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice.

  • 9 - The Modality Principle in Multimedia Learning

  • from Part II - Basic Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 227-246

  • Summary

    This chapter presents a theory that is positioned at the third level, namely, the four-component instructional design model (4C/ ID) model, and discusses how this theory can be used to design multimedia learning environments for complex learning. It presents a general description of how people learn complex skills in environments that are built from the four components, how instructional control can be organized in these environments, and how different media can be used to implement each component and instructional control. The relationship between the four components and the assumed cognitive architecture is explained. Educational media and 22 multimedia principles are related to each of the four components and instructional control. The chapter reviews the contributions of the 4C/ID model to cognitive theory and instructional design, indicating the limitations of the model, and sketching directions for future research.