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A Cognitive Approach to Instructional Design for Multimedia Learning -…
A Cognitive Approach to Instructional
Design for Multimedia Learning
Working Memory
is a concept that grew out of the older model of short term memory, which was seen more as a structure for temporarily storing information before
it passed to long-term memory
a component in working memory that controlled subcomponents or slave systems
central executive
was responsible for controlling the overall system and engaging in problem solving tasks
and focusing attention
episodic buffer
y functioning as a storage structure which acts as a limited capacity interface to integrate multiple sources of information from other slave systems
visuo-spatial sketch pad and the phonological loop
V-S: is assumed to maintain and manipulate visual images
P-L: stores and rehearses verbal information, and it has been suggested that it also has an important evolutionary function in that it facilitates the acquisition of language
Cognitive Load Theory
States that working memory is limited in its capacity y to selectively attend to and process incoming sensory data. The implication for multimedia instruction is that if we only have a very limited
amount of information processing capacity in working memory at any single moment, then instructional designers should not be seduced into filling up this limited capacity with unimportant
but flashy “bells and whistles” in a multimedia instructional unit.
Schemas
control how new information is handled as it enters working memory
Automation
frees capacity in working memory for other
functions.
Instructional principles
Goal-Free Effect
Worked Example Effect
Completion Problem Effect
Split-Attention Effect
Modality Effects
Redundancy Effect
Variability Effect
A Production System Theory
of Knowledge and Learnin
Production system theory is important for this discussion in that it further expands the understanding of human working memory and how it interacts with long-term memory to identify goals
needed to solve a problem or construct new knowledge
Self-Explanation
Transfer
Procedural Knowledge
Declarative Knowledge
Acquisition of Knowledge under the ACT-R Model
A Cognitive Theory of Multimedia Learning
Meaningful Learning
The Science of E-Learning
Modality Principle
Contiguity Principle
Multimedia Principle
Personalization Principle
Coherence Principle
Redundancy Principle
Pre-training Principle
Signaling Principle
Pacing Principle
This now leads us to the topic of how cognitive science can guide us to create more effective
computer-based training and multimedia instruction, which Mayer (2001) simply defines as the presentation of material using words and pictures.