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  • 10 - Metacognition in 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 132-142

  • 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.