1. Three Memory Stores in Multimedia Learning
1.1. Sensory memory
1.2. Working memory
1.3. Long-Term memory
2. Five Processes in the Cognitive Theory of Multimedia Learning
2.1. Selecting Relevant Words
2.2. Selecting Relevant Images
2.3. Organizing Selected Words
2.4. Organizing Selected Images
2.5. Integrating Word-Based and Image-Bases Representations
3. Five Forms of Representation
3.1. Two channel
3.2. Limited Processing capacity
3.3. Five cognitive process
3.4. Three kinds of memory store
3.5. Five kinds of representation
4. Examples of three kinds of presented material are processed
4.1. Processing of picture
4.2. processing of spoken words
4.3. processing of printed words
5. Examples of How Three Kinds of Presented Materials Are Processed
5.1. Processing of Pictures
5.2. Processing of Spoken Words
5.3. Processing of Printed Words
6. Conclusion
6.1. Historical Overview
6.2. Comparison With Related Theories
6.3. Future Direction
6.4. Summary
7. What is the multimedia instruction message?
7.1. Communnication containing words and picture intended to foster learning
7.1.1. include paper or computer
7.1.1.1. Words can include printed words or spoken words
7.1.1.2. Picture can include static graphics
7.1.2. Learning can be measured by test
7.1.2.1. Retention
7.1.2.2. transfer
7.1.2.2.1. Our focus because mainly interested in how words and picture can be used to promote understanding.
8. The case for multimedia learning
8.1. what is the rationale for theory of multimedia?
8.1.1. Learning more deeply from words and picture than from words alone.
8.1.1.1. All multimedia presentations are not equally effective
8.1.1.1.1. multimedia learning that can guide the design of effective multimedia instructional messages.
8.2. What is the role of a theory of learning in multimedia design?
8.2.1. The premise that the design of multimedia in structional message should be compatible with how people learn
8.2.1.1. Theoretical plausibil
8.2.1.1.1. The theory is consistent with cognitive science principles of learning
8.2.1.2. Testability
8.2.1.2.1. The theory yields predictions that can be tested in scientific research.
8.2.1.3. Empirical plausibility
8.2.1.3.1. The theory is consistent with empirical research evidence on multimedia learning
8.2.1.4. Applicability
8.2.1.4.1. The theory is relevent to education needs for improving the design of multimedia instructional message.