Mayer, R. E. (2014). Introduction to multimedia learning. In R. E. Mayer (Ed.

), The Cambridge
Handbook of multimedia learning. (pp. 1-26). New York: Cambridge.
Mayers book, The Cambridge Handbook of Multimedia Learning, does a fantastic job of
breaking down a topic as vast as multimedia learning into very manageable, and easy to
understand sections. In Chapter 1, Mayer discusses the basics of multimedia learning, beginning
with a definition of multimedia learning that covers all facets, from book and spoken work to
graphics and printed word. Mayer also discusses the research base for multimedia learning,
organizing it into five parts, along with providing a short description of what each part
encompassed. Among other things, he also discussed approaches to multimedia learning, three
outcomes, and two kinds of active learning, just to name a few.
Mayer offers a thorough description of multimedia learning and the various facets of it. The
material is clear, concise, and well-organized. The use of tables and graphic illustrations help to
boost learner understanding and comprehension by providing a visual display of the written text.
Multimedia learning is, in itself, a large field, that is not easily broken down. However, Mayer
does a fantastic job of doing just that, breaking down what multimedia learning is without losing
the impact of it.
This opening chapter does a great job of laying the foundation for what this entire book is about.
With simple, easy-to-understand definitions, and excellent use of supporting graphics, Mayer
begins to explain and vast and difficult topic.

Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The

Cambridge Handbook of Multimedia Learning. (pp. 43-71). New York: Cambridge.
In Chapter 3, Mayer sets out to discuss the cognitive theory of multimedia learning. He defines
the theory for multimedia learning as the multimedia principle, which means that people learn
more efficiently from the use of words coupled with pictures than by simply using words alone.
From this statement, Mayer goes on to define what a multimedia instructional message is and
how it is used to foster and deepen learning. The entirety of chapter three delves into the basis
for multimedia learning and why it is such a powerful tool. He includes several examples to
support his claims, as well as citing research studies as examples of the effectiveness of such a
learning approach.
In chapter three, Mayer discusses, in depth, the theory behind multimedia learning and the
positive effects of providing instruction in such a way. By citing historical examples of the use
of spoken word, almost solely, to the use of screen displays of graphics and text, Mayer defines
his principle and defends his stance.
Again, Mayer does a good job of taking what could be a very difficult subject to understand and
breaking it down into simpler terms. His use of easily identifiable sections makes this chapter
easy to follow and compile mentally.

Schnotz, W. (2014). Integrated model of text and picture comprehension. In R. E. Mayer (Ed),
The Cambridge Handbook of Multimedia Learning. (pp. 72-103). New York:
Cambridge.
Chapter four discusses how an integrated model of text and pictures takes into account the
suggested thought that humans can learn by using several modalities and various forms of
representation. Schnotz takes the time to offer a definition of multimedia, covering everything
from screen formats to text and picture presentations. He then goes on to explain how learners
internalize information more efficiently when it is presented in such a manner. This leans on the
idea that people can switch visual information to auditory and vice versa. In the first part of this
chapter, Schnotz differentiates between internal and external representation, giving examples of
each. In the latter part of the chapter, he provides empirical evidence to support his claims.
The content of this chapter is more in-depth and scholarly than the previous chapters. However,
Schnotz, much like Mayer in the previous chapters, presents information in a clear and concise
format, making the information easier to internalize and comprehend. Even though compiled by
a different author, the format and layout of this chapter is the same as previous chapters. This
makes the transition from author to author easier on the reader.
The information presented in this chapter is more scholarly, however, it is still very easy to
understand. The points are defended by citing empirical evidence that supports the view of the
author. The use of this evidence helps to more deeply define the ideas that the author is trying to
convey.

Rosen, R., Fullwood, H. L., Henley, T. B., & King, J. R. (2012). Dual coding and Split
Attention in the Learning of Abstract Words. International Journal of Instructional
Media, 39(3), 181-186.
In this article, the authors discuss students listening to abstract words in sentences while
simultaneously viewing pictures, both with and without embedded words, and this relates to
dual-coding and split attention effect. It was found that both two element and three element
conditions for more conducive for teaching abstract adjectives than with one element condition.
However, it was discovered that students would only successfully transfer the newly learned
words to a new situation when three elements were produced. Using a transfer test, it was found
that as the number of elements increased, the number of transferred words also increased. This
shows evidence of deeper learning of information being presented when three elements are used.
The authors do a decent job of explaining the study referenced in the article. However, the
language used can be tedious and overwhelming at times. The sections were clearly marked but
the briefness of the descriptions factored heavily in the difficulty of the article.
This article is interesting and decently explained but the authors could have added more meat
to the descriptions. This would have helped clear some understanding.

Mayer, R. E. & Anderson, B. (1991). Animations Need Narratives: An Experimental Test of

a Dual-coding Hypothesis. Journal of Educational Psychology, 3, 484-490.
In this study, Mayer and Anderson took mechanically nave college level students and
instructed them in the use of a bicycle tire pump. Each group was presented the information in a
different way. One group saw only pictures, one group heard only words, one group saw both
words and pictures, etc. The control was given no instruction. It was found that when
information is presented as both words and pictures there is a greater probability of learning. It
was also found that there was not a significant amount of difference between the students who
were shown animation without narration has basically the same outcome as students who were
given no instructions.
This is an interesting study. The fact that the students who were show animations with no
narration had basically the same outcome as those students who were given no training. This
tells me that when words and pictures are presented together and are cohesive, there is a deeper
chance for learning to take place.
This is a good article for those who are interested in the relationships of words and pictures being
presented. The study is by no means conclusive but it is interesting nonetheless.