期刊名称：Informing Science: The International Journal of an Emerging Transdiscipline
印刷版ISSN：1547-9684
电子版ISSN：1521-4672
出版年度：2005
卷号：8
页码：263-279
出版社：Informing Science Institute
摘要：Aimed at both newcomers to online learning as well as experienced multimedia developers, this
paper addresses the issue of how to avoid unproductive multimedia instructional practices and
employ more effective cognitive strategies. Baddeley¡¯s model of working memory and Paivio¡¯s
dual coding theory suggest that humans process information through dual channels, one auditory
and the other visual. This, combined with Sweller¡¯s Theory of Cognitive Load and Anderson¡¯s
ACT-R cognitive architecture, provides a convincing argument for how humans learn, which
leads to the question of how multimedia instruction can be designed to maximize learning. Cognitive
theory and frameworks like Mayer¡¯s Cognitive Theory of Multimedia Learning provide empirical
guidelines that may help us to design multimedia instruction more effectively. Mayer argues
that the best way to present multimedia instruction is through visual graphics and informal
voice narration, which takes advantage of both verbal and visual working memories without overloading
one or the other.
关键词：working memory, multimedia, cognitive load, act-r, production system, dual coding.
