MAYER AND MORENOWAYS TO REDUCE COGNITIVE LOAD Nine Ways to Reduce Cognitive Load in Multimedia Learning

First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building con-nections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive over-load in which the learner’s intended cognitive processing exceeds the learner’s available cogni-tive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our re-search results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instruction. WHAT IS MULTIMEDIA LEARNING AND INSTRUCTION? The goal of our research is to figure out how to use words and pictures to foster meaningful learning. We define multimedi