Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

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

  • from Part VII - Principles Based on Generative Activity in Multimedia Learning
  • 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 430-436

  • 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.