E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology. Cognitive research and theory suggest that selection of appropriate concurrent multimedia modalities may enhance learning, as may application of several other principles.IEEE project center chennai

The underlying theoretical premise, cognitive load theory, describes the amount of mental effort that is related to performing a task as falling into one of three categories: germane, intrinsic, and extraneous. Germane cognitive load is the mental effort required to process the task’s information, make sense of it, and access and/or store it in long-term memory for example, seeing a math problem, identifying the values and operations involved, and understanding that your task is to solve the math problem. Intrinsic cognitive load is the mental effort required to perform the task itself for example, actually solving the math problem. Extraneous cognitive load is the mental effort imposed by the way that the task is delivered, which may or may not be efficient for example, finding the math problem you are supposed to solve on a page that also contains advertisements for books about math.

In a series of studies Mayer and his colleagues tested dual-coding theory, with multimedia lesson materials. They repeatedly found that students given multimedia with animation and narration consistently did better on transfer questions than those who learn from animation and text-based materials. That is, they were significantly better when it came to applying what they had learned after receiving multimedia rather than mono-media instruction. These results were then later confirmed by other groups of researchers.

The initial studies of multimedia learning were limited to logical scientific processes that centered on cause-and-effect systems like automobile braking systems, how a bicycle pump works, or cloud formation. However, subsequent investigations found that the modality effect extended to other areas of learning.