Abstract:

The Cognitive Theory of Multimedia Learning (Mayer, R. E., 2001) has been particularly emphasized in the field of development and application of multimedia as a cognitive auxiliary tool for acquiring knowledge in various areas such as reading and writing, history, mathematics, chemistry, meteorology, language, programming, etc. According to the theory, the process of achieving better results in content retention and comprehension is realized by using visual and verbal information in the form of a multimedia instructional message, whose development involves the application of one and/or multiple CTML principles of the mentioned theory.

This paper presents an analysis of digital content for learning mother tongue, depending on the mode of application of eight CTML principles (multimedia principle, spatial contiguity principle, temporal contiguity principle, coherence principle, modality principle, redundancy principle, signaling principle, animation and interactivity principle), according to the following factors: content of multimedia instructional message, message complexity level and cognitive load. Educational digital content was developed in the year 2018, within the Design of Digital Teaching Materials course, by the fourth year students (future compulsory teachers of informatics), of the Faculty of Teacher Education, University of Zagreb.

Keywords:

Cognitive theory of multimedia learning, multimedia instructional message, instructional design, cognitive load theory, ICT teaching methods.