However, the cognitive theory for multimedia learning states that irrelevant sounds can compete with relevant sounds (such as narration) in the auditory channel leaving less capacity for paying attention to the narration.Again, the arousal theory provides the motivation to implement interesting but irrelevant sounds into a multimedia presentation.(p 122)Ĭoherence Principle 2: Student learning is hurt when interesting but irrelevant sounds and music are added to a multimedia presentation Coherence effect for transfer states that adding interesting but conceptually irrelevant material results in poorer problem-solving transfer performance.It occurs in both paper based and computer-based environments. Coherence effect for retention states that adding interesting but conceptually irrelevant material hurts student learning and should be eliminated to improve learning.All this leads to the conclusion: The cognitive theory of multimedia learning states that seductive details will result in poorer performance on tests of retention and transfer (p 117-119).may assume the theme of the passage comes from the seductive details and try to integrate ALL incoming information into a general framework.may disrupt the learner’s ability to build a cause-and-effect chain among the main steps.may direct the learner’s attention away from the relevant material.Although seductive details is justified by the arousal theory (students learn better when they are emotionally aroused), Mayer feels that arousal theory is outmoded and may actually interfere with -knowledge construction by doing the following: Includes seductive text and seductive illustrations. Seductive Details: interesting bu irrelevant material that is added to a passage to spice it up.Conceptual Relevance: information that is related to an explanation of the topic.Topical Relevance: information that is related to the topic.(p 117).

Multimedia: is any presentation in both words and media.Coherence effect: occurs when students better understand an explanation from a multimedia lesson containing less material that from a multimedia lesson containing more material.Coherence: structural relations among elements in a message, such as the cause-and-effect chain in our explanations.Mayer’s Multimedia Learning (2001)~ Coherence Principle 1: Student learning is hurt when interesting but irrelevant words and pictures are added to a multimedia presentation.

Coherence principle