9+-+Gaps+in+Research+in+the+area+of+Multimedia

Coherence Principle:
(Mayer, 2009, p. 106)
 * Does Coherence Principle apply to low-knowledge learners more than high-knowledge learners?

Signaling Principle:
(Mayer, 2009, p. 117)
 * How much signaling should be used?
 * Is signaling more effective for lower-skilled learners than higher-skilled?

Redundancy Principle
(Mayer, 2009, p. 134)
 * Is redundant text helpful when text contains unfamiliar or technical terms?
 * Is redundant text helpful when learners are non-native speakers?
 * Is redundant text helpful when text passages are long or complex?
 * Are the negative effects of redundant text eliminated by presentations being slow-placed or under learner control?

Spatial Continguity
(Mayer, 2009, p. 152)
 * How many words should segments embedded with graphics contain?
 * When should printed text be used as opposed to spoken text?

Temporal Contiguity Principle
(Mayer, 2009, p. 169)
 * What constitutes an ideal segment size?
 * Are segments under system control or learner-control more effective?

Segmenting Principle
(Mayer, 2009, p. 187-188)
 * Do less-experienced learners benefit more from continue buttons based on instructor-determined segments, while more experienced learners benefit more from slider bars and pause/continue buttons?
 * What role does learners' prior knowledge play in determining segment effect?
 * How does material complexity and pace affect segmenting principle?
 * What is the optimal size of a segment?
 * What constitutes a bite-sized segment in a process step?

Pre-training Principle
(Mayer, 2009, p. 199)
 * How should knowledge assessments be embedded into lessons so appropriate level of pre-training can be provided for individual learners?
 * How can we ensure that learners don't have to waste cognitive processing on trying to understand key terms in a lesson?

Multimedia Principle
(Mayer, 2009, p. 241)
 * What kind of pictures should be added to multimedia presentations?
 * Clarifying Questions:
 * How should pictures be added?
 * For whom should pictures be added?
 * When should pictures be added?

Personalization Principle:
Effects of voice cues in multimedia instructional messages may be different for different kinds of learners. (Mayer, 2009, p. 258)
 * Do people learn better when they perceive the voice of the instructor as being someone similar to them?

Clarification of boundary conditions for the 12 Multimedia Principles
Major challenge is to "create a useful base of empirical research and cognitive theory" (Mayer, 2009, p. 280) for multimedia learning. Research with:
 * A variety of learning situations
 * A range of learners
 * A range of design principles

Specific measurements of cognitive load Role of interactivity in multimedia learning Role of motivation

My research suggestions:

 * Do 21st century learners have different cognitive load thresholds than learners in previous decades?
 * Can they hold more in working memory?
 * Do they process information on more than just two channels?

I reject Mayer's assumption that cognition remains the same as it always has been and that human cognition has not evolved at all. I don't insist that human cognition has evolved, only that it should be studied.