Introduction In the field of education, the intersection of cognitive theories and multimedia learning stands is a heated debate topic. Richard E. Mayer, a pioneering scholar, has redefined the understanding of how learners engage with and benefit from

This essay explores the profound impact of Richard E. Mayer's Cognitive Theory of Multimedia Learning within the context of Chinese higher education. As more and more multimedia materials are used in lectures, many questions have popped up along the way. Therefore, this essay delves into the challenges of outdated instructional materials in Chinese higher education, highlighting issues such as inappropriate visual materials, reliance on personal experience in design, and unclear teaching objectives. In order to address these problems, the essay provides insights for optimizing multimedia learning in Chinese higher education, emphasizing the need for better multimedia content.