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Abstract
The use of multimedia technologies in instruction increased over time. According to some researchers, the success of multimedia based instructional software is due to complementary use of multiple modalities. Dual Coding Theory (DCT) serves as one of the theoretical foundations for multimedia design. The theory assumes that the supportive use of multiple modalities increases effectivenes and efficiency of learning. Many researchers conclude that these applications have significant effect on academic success.
Established by Paivio, DCT identifies how information is processed, coded, and remembered based on structural and functional properties of verbal and imagery systems. Learning becomes more effective and more efficient, when verbal representations are supported by imagery. Following the premises of Dual Coding Theory, Mayer developed the Cognitive Theory of Multimedia Learning identifying, the three important cognitive processes; selecting, organizing, integrating. The model guided a series of studies, generating major principles on how to use multimedia to support learning.
Key words: Dual Coding Theory, Multimedia Applications, Cognitive Theory of Multimedia Learning.
