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- Vol 4 RE: Chapter 12
multimedia learningself-regulated learningcognitive loadgenerative activitiesmultimedia principlepersonalized explanationsstrategic monitoringcomputer-based instructionJournal article Evidence summaryAt a glance
Kuhlmann, Bernacki, and Greene connect cognitive theory of multimedia learning with the demands of self-regulated learning in computer-based higher education. Students must define tasks, plan, select strategies, monitor progress, and reflect, all of which consume limited mental resources.
Key ideas
The authors argue that well-designed multimedia can reduce unnecessary processing and leave more capacity for these regulatory activities. They illustrate how the multimedia principle can coordinate words and relevant graphics, personalization can make explanations more conversational, and generative activities can prompt learners to select, organize, and integrate content. These principles are presented as design supports, not replacements for students’ agency or explicit self-regulation instruction. The chapter is conceptual and practice-oriented rather than a comparative intervention study, so it does not establish that every multimedia feature improves regulation.
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Its practical contribution is a useful design test: remove avoidable cognitive burden, align representations with the learning goal, and include activities that require meaningful processing so students can devote attention to both understanding content and managing their learning.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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