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10 - Metacognition in Multimedia Learning

from Part II - Theoretical Foundations

Published online by Cambridge University Press:  19 November 2021

By
Roger Azevedo  and
Daryn Dever
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 and metacognitive strategies are key to successful learning with multimedia; however, research shows that learners rarely use these strategies effectively and consequently fail to develop a deep understanding of complex topics and domains. Dynamically and accurately monitoring and regulating one’s own cognitive and metacognitive strategies is necessary to be a successful learner but demands an enormous amount of effort. In this chapter, we (1) define metacognitive strategies during multimedia learning; (2) review recent empirical literature on metacognitive strategies during multimedia learning; (3) present a new model of multimedia learning ; (4) provide recommendations for augmenting contemporary cognitive theories of multimedia learning to account for metacognition; (5) propose empirically-based principles for designing multimedia environments aimed at fostering metacognitive strategies; and finally (6) highlight directions for future research.

Keywords

cognitive strategiesmetacognitive strategiesself-regulated learningmetacognitive model of multimedia learningmonitoringregulating
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 132 - 142
Publisher: Cambridge University Press
Print publication year: 2021

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