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Principles for multimedia (Five Principles for Reducing Extraneous…
Principles for multimedia
The Science of Learning
information acquisition
knowledge construction
How Does Multimedia Learning Work?
Multimedia instruction helps learners understand concepts with the use of words and images.
Three cognitive processes
Selecting: Transfers some incoming images and soundsto work memory for additional processing
Organizing: organized images into pictorial model and words into verbal model
Intergrating: Connects model with each other with relevant knowledge activated activated from long-term memory
Three top level-goals in the design of multimedia instruction
reduce extraneous processing
manage essential processing
foster generative processing
Five Principles for Reducing Extraneous Processing
Coherence principle
People learn better when extra words and images are excluded
Signaling principle
Learning is better when cues highlight the organization of essential material
Redundancy principle
Learning is better with graphics and narration than from graphics, narration, and on screen text
Spatial contiguity principle
Learning is better when corresponding words and pictures are near than far away (on page, or Tv)
Temporal contiguity principle
Learning is better when corresponding words and pictures are presented simultaneously rather than successively
Three Principles for Managing Essential Processing
Segmenting principle
learn better in user paced segments rather than continuous unit
Pre-training principle
Names and characteristics of main concepts are better learned
Modality principle
Learning is better from graphics and narration rather than animation and on- screen text
Two Principles for Fostering Generative Processing
Personalization principle
Conversational style rather than formal style
Voice principle
Narration voice is nice and friendly than boring
Important thing to remember
“People learn better from multimedia messages when they are designed in ways that are consistent with how the human mind works and are consistent with research based principles.”
Multimedia learning purpose
Remember : retention of informacion
Understand : Information transfer
Cognitive Theory
Dual Channel Assumption
Separate channels for processing visual and verbal material
Limited Capacity Assumption
Process limited amount of material in a channel at any one time
Active Processing Assumption
Select relevant material, organize into coherent structure, and integrate it with relevant prior knowledge
Types of Memory
Sensory: Temporary holds incoming images and sounds
Working: Mentally manipulate incoming visual and verbal material in small amounts
Long-term: Permanent knowledge of something (image, audio, text)