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22 - The Cognitive Aging Principle in Multimedia Learning

Published online by Cambridge University Press:  05 June 2012

By
Fred Paas ,
Pascal W. M. Van Gerven  and
Huib K. Tabbers
Edited by
Richard Mayer
Fred Paas
Affiliation:
Open University of the Netherlands
Pascal W. M. Van Gerven
Affiliation:
Faculty of Psychology, Maastricht University
Huib K. Tabbers
Affiliation:
Tilburg University
Richard Mayer
Affiliation:
University of California, Santa Barbara
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Summary

Abstract

We show that age-related cognitive changes necessitate considerations for the design of multimedia learning environments. These considerations mainly relate to the cognitive aging principle, which states that limited working memory may be effectively expanded by using more than one sensory modality, and some instructional materials with dual-mode presentation may be more efficient than equivalent single-modality formats, especially for older adults. The principle is based on the modality effect and multimedia effect that have been researched extensively in the context of Sweller's (1999) cognitive load theory (CLT) and Mayer's (2001) cognitive theory of multimedia learning (CTML). The research on cognitive aging in relation to multimedia processing is reviewed to explore current understanding of age-related design principles for multimedia learning environments. The potential implications of age-related cognitive changes for the design of multimedia learning environments are highlighted and complemented with important future directions in multimedia learning. The role of CLT and CTML as versatile frameworks for the design of multimedia learning environments for the elderly is discussed.

The Cognitive Aging Principle in the Design of Multimedia Learning

Demographic and technological developments will lead to a growing proportion of independent, active, and eager-to-learn elderly adults who in their everyday lives are more and more confronted with multimedia applications, such as learning environments. Generally, these learning environments consist of many relevant and irrelevant information elements, which are presented together at a fast pace and through different sensory modalities.

Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 339 - 352
Publisher: Cambridge University Press
Print publication year: 2005

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