期刊名称：Magis. Revista Internacional de Investigación en Educación
印刷版ISSN：2027-1182
出版年度：2012
卷号：5
期号：10
语种：Spanish
出版社：International Journal of Research in Education
摘要：In this review article is a summary of the Cognitive Load Theory and Cognitive Theory of Multimedia Learning.Some examples of empirical research and considerations on the explanatory value of these learning theories are given, and ten principles for designing instructional material are shown. However, other research has found limitations in the useand practice of these theories. They mainly concern the measurement of cognitive load, experience and prior knowledge of the learners, as well as motivation and emotional aspects involvedin the learning process. Transference to practice The rise in educational psychology research in recent decades has highlighted the need for instructional designers constantly aware cognitive processes associated with learning. This article provides a state of the art onthe main research topics in multimedia design and other instructional materials. These investigations are basedon Cognitive Load Theory (CBT) (Sweller, 1994) and theCognitive Theory of Multimedia Learning (TCAM) (Mayer,2005), which provide an interesting picture for understanding how to improve learning supported in these electronic means. Only in this way, educators can selecton the basis of content and instructional designs that best suit the goals of student learning. Educators, teachersand researchers interested in e-learning can benefit from this article, and find in this theory a framework forunders tanding the conceptual requirements for the designof such materials. For the most part, these ideas have taken special interest in the Anglo-Saxon world, and currentlyin Spanish literature on this topic has fallen short interms of academic publications, for a reference in Spanish, see e.g. Sonia Rodríguez-Soto and Mynor Chacón-Díaz(2008).
其他摘要：In this review article is a summary of the Cognitive Load Theory and Cognitive Theory of Multimedia Learning.Some examples of empirical research and considerations on the explanatory value of these learning theories are given, and ten principles for designing instructional material are shown. However, other research has found limitations in the useand practice of these theories. They mainly concern the measurement of cognitive load, experience and prior knowledge of the learners, as well as motivation and emotional aspects involvedin the learning process.Transference to practiceThe rise in educational psychology research in recent decades has highlighted the need for instructional designers constantly aware cognitive processes associated with learning. This article provides a state of the art onthe main research topics in multimedia design and other instructional materials. These investigations are basedon Cognitive Load Theory (CBT) (Sweller, 1994) and theCognitive Theory of Multimedia Learning (TCAM) (Mayer,2005), which provide an interesting picture for understanding how to improve learning supported in these electronic means. Only in this way, educators can selecton the basis of content and instructional designs that best suit the goals of student learning. Educators, teachersand researchers interested in e-learning can benefit from this article, and find in this theory a framework forunders tanding the conceptual requirements for the designof such materials. For the most part, these ideas have taken special interest in the Anglo-Saxon world, and currentlyin Spanish literature on this topic has fallen short interms of academic publications, for a reference in Spanish, see e.g. Sonia Rodríguez-Soto and Mynor Chacón-Díaz(2008).
