1 results
22 - The Cognitive Aging Principle in Multimedia Learning
-
- By Fred Paas, Open University of the Netherlands, Pascal W. M. Van Gerven, Faculty of Psychology, Maastricht University, Huib K. Tabbers, Tilburg University
- Edited by Richard Mayer, University of California, Santa Barbara
-
- Book:
- The Cambridge Handbook of Multimedia Learning
- Published online:
- 05 June 2012
- Print publication:
- 15 August 2005, pp 339-352
-
- Chapter
- Export citation
-
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.