Substantive Post # 1- Theories of Multimedia Learning
Learning about theories of multimedia learning in this module has changed how I think about educational design. Before this, I mainly focused on tools like slides, videos, diagrams, or interactive platforms and assumed that using more media automatically led to better learning. Mayer’s Cognitive Theory of Multimedia Learning (CTML) challenged this assumption by showing that learning depends far more on how information is structured than on the medium itself. Multimedia only supports learning when it aligns with how people actually process information.
Some CTML principles felt very intuitive to me. Limited capacity matched my experience immediately. I often feel overwhelmed when too much information is presented at once, even if the topic itself isn’t particularly difficult. The idea of signaling also made sense. When instructors clearly emphasize key points, it becomes much easier to follow along and stay oriented during a lesson. These principles helped explain why some lessons feel manageable while others feel mentally exhausting.
What surprised me most was the redundancy principle. I used to believe that repeating information, such as reading slides out loud, would reinforce learning. CTML suggests the opposite. Presenting the same verbal information in multiple ways can overload working memory and make learning harder. This surprised me because redundancy is still very common in classrooms, even though it doesn’t support better understanding.
When thinking about my own project, I imagine my audience as high school students who are capable but easily overwhelmed and benefit from a clear structure in lessons. This directly shapes my design choices. I want the content to feel calm and organized rather than dense or intimidating. I plan to apply principles such as signaling, spatial contiguity, segmenting, coherence, and the multimedia principle. Signaling and layout choices feel easier to apply, while coherence and segmenting feel more challenging. Deciding what information to remove and resisting the urge to over explain requires more effort and intentional planning, which highlights the importance of pre-planning lessons.
Reflecting on my own habits, I realize I have followed some multimedia principles without being aware of them. When explaining ideas to others, I naturally rely on examples and visuals, which aligns well with CTML. However, I also tend to present too much information at once and repeat myself frequently. Moving forward, I want to explain concepts one step at a time, separating core ideas from extra details so learners do not feel overloaded.
My favourite social media platform is Instagram which is a strong example of effective text image integration. Short visuals, minimal text, background audio, and even reading comments work together to keep my attention fully engaged. Features like replaying videos also help, as I can watch content multiple times at my own pace. While education is not the same as social media, this highlights the importance of pacing, clarity, and learner control when combining text and visuals.
Overall, this module helped me realize that good multimedia design is not about adding more content or tools. Instead, it is about making thoughtful design choices that reduce cognitive overload and help learners build understanding gradually and confidently.