In today’s class, we discussed the concept of multimedia learning. Professor Paskevi began the discussion by asking us to consider why we would use graphics in our teaching. Many of my peers offered suggestions such as inspiring students, showing creativity, avoiding copyright, utilizing differentiation in teaching, adapting content, and promoting Universal Design Learning (UDL), an approach based on the idea that learning environments should be flexible and accessible to a wide range of learners. Similarly, some suggested that they offer information that is easy to share among colleagues and can be specifically tailored to unique interests and locations.
Utilizing graphics alongside teachable content encourages a deeper, more synergistic and contextual understanding of information. This, our professor elaborated, was due to findings that correlate to the multimedia learning hypothesis, which states that people learn more effectively when it is provided in both pictures (visual information) and words (verbal information), rather than just one alone (M. Paskevi, personal communication, January 30, 2025). This concept is a key principle in the Cognitive Theory of Multimedia Learning (CTML), a theoretical framework that describes how people understand information presented through multiple media.
As a neurodivergent individual, I noticed I benefit greatly from information that is presented to me in multimedia format and have to work much harder when given only one form of information, such as lectures or readings alone. With that being said, the Cognitive Theory of Multimedia Learning sparked my interest immensely. Perhaps due to my undergrad in psychology, or similarly, my obsession with subtitles, which was used as an example by our professor, I decided I would dedicate this weekly reflection to doing some research on this theory and how this information can be used by educators to implement a more inclusive, UDL approach to their teachings.
There are three key principles of the CTML: firstly, it is assumed that the brain has two channels, processing verbal and visual information through separate cognitive mediums. This is referred to as Dual-Coding Theory. Secondly, it is thought that each channel has a limited capacity, therefore, too much information at once can cause cognitive overload, which, simply put, is referred to as Cognitive Load Theory (Waxman & Goldie). Lastly, learning is hypothesized to happen when individuals actively integrate verbal and visual information to form deeper, meaningful connections. This helps learners build stronger mental models while reducing cognitive load across each channel, while simultaneously increasing retention.
Educators can make use of these theories by tailoring their lessons and content to incorporate multimedia strategies while teaching. A common example that is frequently used by educators is demonstrated while teaching the water cycle. If educators simply prescribe a text for their students to read, or stand in front of the class and describe this process, some students might be able to follow along. However, if they also provide a diagram showing the various stages of precipitation, condensation and evaporation, while supplementing written or spoken information, they are appealing to both visual and verbal elements, increasing student understanding by offering multiple means of engagement and representation of information (ChatGPT, personal communication, January 31, 2025). Furthermore, offering various forms of information decreases the cognitive load that may accompany a lecture or diagram alone, furthering the inclusivity of students and flexibility in teaching.
In sum, the Cognitive Theory of Multimedia Learning (CTML) highlights the importance of integrating multiple forms of information into our teachings as future educators. Utilizing graphics as a supplemental means of information allows for a more inclusive, deeper engagement with course material. Moving forward, another important consideration may be the role of interactivity in multimedia learning to aid students in their experiential learning journeys, including games, videos with clickable components and other adaptive learning platforms to further enhance student engagement and deepen understanding and interest.
If you are interested in learning more about how to better support UDL through the use of multimedia strategies, check out this blog on Mayer’s 12 Principles of Multimedia Learning, which delineates twelve in-depth steps to utilize graphics to increase student learning.