Domain Structure and Complexity in the Cognitive Theory of Multimedia Learning: A Systematized Review

• In Event: AERA Roundtable Session Saturday 11:45 am
  In Roundtable Session: SIG 17: Complexity Theories in Education Round Table Session

Abstract

This systematized review examined the 223 experimental tests across 80 studies that form the evidence base for Mayer’s Cognitive Theory of Multimedia Learning (CTML). We coded each test for learner expertise, domain complexity, and knowledge-domain structuredness. Results showed 96% of tests used novice learners, 87% targeted simple content, and none addressed ill-structured domains; 180 of 223 tests (80.7%) focused on well-structured, simple STEM topics. CTML principles therefore rest on a narrow evidentiary scope calibrated to beginners learning orderly material. We recommend extending multimedia learning research to advanced learners, complex tasks, and ill-structured domains to refine CTML and guide designers responsibly.

Authors

• Elvin José Fortuna, Michigan State University

• Tingting Li, Washington State University