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Principles of Design (Cognitive Load Theory/Split-Attention: learning…

- - - - "Dual mode presentation only is effective when the two modes present different information that must be mentally integrated before it can be understood," (p. 362)
  - - - Conditions: Modality Effect
        
        1: Visual Text, n=11
        
        2: Audio Text, n=11
        
        3:Visual plus Audio Text, n=12
        
        favored
        
        "Dual-mode instruc- tional presentations of text and diagrams do not eliminate split attention, but rather, increase available working memory capacity by combining, in part, the capacity of visual and auditory memory channels," (p. 362).
      - self-paced computer-based instruction
      - variables: #reattempts of exercises during 1st test phase, subjective rating scale data, fault-finding scores, question answering scores
      - Measure of instructional effectiveness = from Paas & von Merrienboer (1993, 1994): participant subjective measures of cognitive load combined with measures of performance (z score conversion--> such that high performance= low cognitive load, high test perfomance
    - - Conditions: mental integration via computer-based instructions for elementary electrical engineering; n=16 in Sydney company with minimum 10th grade completed
        
        1)color-coded diagram and text
        
        more instructional time, but not significant F(1,13)=2.42, MSe = 6246.63
        
        More effective in learning gains, F(1,13)=7.01, MSe=1.12
        
        lower subjective rating on cognitive load
        
        "The colour-coding technique might be especially appropriate in computer-based instructional presentations because they allow manageable use of colours," (p. 366). But beware of too many colors --> no more than 5
        
        2) conventional separate-diagram-and text
        
        variables: instruction time (time to process the instructions), subjective rating of mental load, test performance scores on fault-finding and multiple choice tasks
- - - - Should be easily seen and interpreted (i.e., make the errors impossible)
        
        Legacy Problem: when the standard is what needs to be modified, it effects too many products to be profitable
        
        Superior Solution: Solves the fundamental/root need REGARDLESS of the Legacy!!
        
        Reflection:This resonated with me because even though I am getting an intense, in depth education in IDT, sometimes it's important to remember the basics...ADDRESS THE ACTUAL NEED. When you keep that in mind, it's quite freeing and much less complicated. I'm also driven towards HPT approaches, so this was right on my wave length.
    - - Reflection: I'm not sure I ever thought of it in this way, since so many foreign-made technologies are accessible. We struggle in this country with supporting U.S. made products. And when I have been abroad and leveraged other technologies, I have often preferred them (at least the personal devices, anyway).
      - Cultural norms as embedded schema/scripts & change with time (as shifts in culture happen)
        
        Reflection:I laughed out loud at the counter example of a pregnant or elderly person offering their seat to an athletic person. It really drove home what my expectation is within the culture. However, I've experienced countless examples where people do not follow these cultural norms...and are often dismissed as rude.
    - - rely on knowledge of situation/world; can change over time.
      - Ex: Red lights on cars mean stop. But once cars are automated...will red lights mean the same thing?
  - - - 5 Whys