A multimedia learning theory‐informed perspective on self‐regulated learning

Abstract

AbstractThe affordances of computer‐based learning environments make them powerful tools for conveying information in higher education. However, to most effectively use these environments, students must be adept at self‐regulating their learning. This self‐regulation is effortful, including a myriad of processes, including defining tasks, making plans, using and monitoring the efficacy of high‐quality learning strategies, and reflecting on the learning process and outcomes. Therefore, higher education instructors and course designers should design computer‐based learning environments to ease learning and free up mental resources for self‐regulation. This chapter describes how design principles from the cognitive theory of multimedia learning can facilitate learning in computer‐based learning environments and promote self‐regulated learning. Examples of the multimedia, personalization, and generative activity principles are presented to show how the cognitive theory of multimedia learning can guide design and promote students’ selection, organization, and integration of content, resulting in better understanding and more mental resources available for self‐regulated learning and the deeper learning it can afford.