Weekly Blog 2

Of the 3 principles of Mayer’s Cognitive Theory of Multimedia Learning we looked at this week, active processing stood out the most to me. An example is when we read our textbooks for a course we do not consume all of the information but instead filter what is not important out, selecting the information that is essential in learning the objectives, organizing it into subgroups to remember itand integrating thatinformation to be recalled when needed and applied. 

Paivo’s Dual Coding Theory surprised me when it suggests that language and verbal information is not learned together with images but instead two different systems. This seems true when I tried watching a video on redundancy principle as opposed to reading it from Mayer’s “Principles for Reducing Extraneous Processing in Multimedia Learning, from The Cambridge Handbook of Multimedia Learning”. The 3-minute video helped process the information by already applying the Active Processing of the information from the text which takes substantially longer to read in order help students consume the information faster. However, will this in the long-term hinder the student’s ability to actively process information themselves when they are required to read text and not given the alternative of watching a summarized video?

All the reading/watch resources helped exemplify the extraneous load example by reducing the amount of information the audience consumes by having a short 2-minute video explain with both pictures, text and verbally of the four principles which helped reduce any unwanted information to be consumed. But again the question rises, will watching videos instead of reading text eventually cause a student to lose the ability to actively process information themselves?


Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 279-315). New York, NY: Cambridge University Press.

Weekly Blog 1

I decided to attend EDCI337 because I am very interested in learning how to properly setup a blog site because it is really interesting to me. I am not extremely tech savvy so I am excited to use this course to move forward in what I currently am comfortable with. My learning goal is to setup a blog which represents an extension of myself by setting it up as something similar to my own style.

The following are examples of Multimedia, Interactive Media, and Interactive Multimedia, respectively:

Multimedia: Television

Television is a multimedia which does not take input to change its output it just shows the television show.

Interactive Multimedia: Video Game

Videogames like Nintendo switch is a interactive multimedia video game because of its input form user using the controller

Interactive Multimedia: PokemonGO Augmented Reality

Interactive multimedia is pokemongo because it uses augmented reality to change the video on the output while the user move.

I think interactive media is the most interesting to me because of its simplicity while using input (like telling it to move left or right or jump to affect output (having it move the person on the screen)

Its engaging because different inputs could affect the outputs of the media with millions of possibilities. Interactive Multimedia is interesting to me too but because I have far too little knowledge of augmented reality I do not really understand it at this point.