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26 - Multimedia Learning of Chemistry

Published online by Cambridge University Press:  05 June 2012

By
Robert Kozma  and
Joel Russell
Edited by
Richard Mayer
Robert Kozma
Affiliation:
Center for Technology in Learning, SRI International
Joel Russell
Affiliation:
Oakland University
Richard Mayer
Affiliation:
University of California, Santa Barbara
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Summary

Abstract

This chapter proposes the use of a “situative” theory to complement the cognitive theory of multimedia learning (CTML) of chemistry. The chapter applies situative theory to examine the practices of chemists and to derive implications for the use of various kinds of representations in chemistry education. The two theories have implications for different but complementary educational goals – cognitive theory focusing on the learning of scientific concepts and situative theory focusing on learning science as an investigative process. We go on to present and contrast several examples of multimedia in chemistry that address each goal. We critically review the current state of research on multimedia in chemistry and derive implications for theory development, instructional design and classroom practice, and future research in the area.

What Is the Multimedia Learning of Chemistry?

Multimedia to Support Cognition

Richard Mayer (chapter 3; 2001; 2002, 2003), and others (Schnotz, chapter 4; Sweller, chapter 2) describe an information-processing, cognitive theory of learning. There are three tenets at the base of this theory: dual-channel input, limited-memory capacity, and active processing. Mayer draws on this theory to develop a series of design principles for multimedia presentations that use both auditory–verbal and visual–pictorial channels; address limited cognitive capacity for storing and processing information from these channels; and support students' active selection, organization, and integration of information from both auditory and visual inputs.

Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 409 - 428
Publisher: Cambridge University Press
Print publication year: 2005

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