Nine ways to reduce cognitive load in multimedia learning¶
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Representational Modality
- The principle that visual patterns are easier to grasp than long sequences of numbers applies in education, interface design, and scientific communication, as Mayer and Moreno (2003) document across nine cognitive-load reduction strategies that all exploit cross-modal complementarity.
This sourceReviews nine evidence-based strategies that exploit cross-modal complementarity (off-loading, segmenting, signaling, etc.); demonstrates that modality-effect principles transfer across instructional, design, and communication contexts.
Supported in partVerified against the work's full text
Mayer and Moreno review nine cognitive-load reduction methods for multimedia learning, but not the visual-pattern-versus-numbers principle, its spread to interface design, or "all exploit cross-modal complementarity".
“For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load”
- The principle that visual patterns are easier to grasp than long sequences of numbers applies in education, interface design, and scientific communication, as Mayer and Moreno (2003) document across nine cognitive-load reduction strategies that all exploit cross-modal complementarity.
Domain-specific¶
- Cognitive Load
- Manipulable by design. Extraneous load can be reduced by format changes; intrinsic load can be staged or chunked; germane load can be invited by scaffolding — so designs can move a task toward or away from overload via the load-management strategy.
This sourcePractical principles for manipulating presentation format to free working-memory capacity.
Supported in partVerified against the work's full text
Supports reducing extraneous load by format changes and staging or chunking intrinsic load; it gives no support for inviting germane load through scaffolding.
“Reducing cognitive load can involve redistributing essential processing, reducing incidental processing, or reducing representational holding.”
- Manipulable by design. Extraneous load can be reduced by format changes; intrinsic load can be staged or chunked; germane load can be invited by scaffolding — so designs can move a task toward or away from overload via the load-management strategy.
Verification¶
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