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a cognitive approach to instructional desing for multimedia learning -…
a cognitive approach to instructional desing for multimedia learning
Working memory
system with subcomponents that not only held temporary information, but processed it so that several pieces of verbal or visual information could be stored and integrated.
visuo-spatial sketch pad
assumed to maintain and manipulate visual im-ages
the phonological loop
stores and rehearses verbal information, and facilitates the acquisition of language by maintaining a new word in working memory until it can be learned
Cognitive load Theory
Completion problem effect
examples must be carefully studied.the learner must care-fully study the partially-worked example and then apply what they have learned to actively solv-ing the problem.
goal//free effect
problems should not be given with an end-goal
Worked example effect
providing learners with worked-out examples of problems to study can be just as or even more effective in building schemas and performance transfer than having them work out similar problems themselves
Slip/ attetion effect
are presented with multiple sources of information that have to be integrated before they can be understood. instruction should not be designed that causes the learner to have to divide attention between two tasks, such as searching for information to solve a problem or reading
Modality effects
effective working memory capacity can be increased by using auditory and visual working memory together rather than using one or the other alone. information needs to be integrated with information in the other channel in order to be fully understood
Redundancy effect
occurs when information that can be fully understood in isolation, as either visual or auditory information, is presented to both channels as essentially the same information. can vary, though, depending on the experience of the learner.
Variability effect
recommends variability of practice because it encourages the learner to develop schemas that aid in transfer of training to similar situations. recommends variability of practice because it encourages the learner to develop schemas that aid in transfer of training to similar situations.
A production system theory of knowled and learning
Declarative knowledge
is factual knowledge that can be reported or described, and its most basic unit is a chunk, which can be hierarchical (chunks within increasingly complicated chunks).spread-activated, and each node has an associated strength, which be-comes stronger with use.
procedural knowled
dynamic and involves rules, or productions, that guide how thinking occurs.
Productions are activated through pattern matching and the stronger productions have their conditions met more quickly.
acquisition of knowledge under the ACTR model
self explanation
is different from talking to or explaining something to others.simply to understand or make sense of something, while the purpose of talking or explaining to others is to convey information to them.
transfer
·Transfer of knowledge is one of the main goals of learning and instruction but transfer is not as clear-cut as it may first seem. principle of encoding specificity suggests that for recall to occur, the environment in which something is learned should approximate the environment in which it is to be applied.
A cognitive theory of multimedia learning
Meaningful Learning
multimedia learning combining animation with narration generally improves performance on retention tests better than when information is presented as either text or narration alone
learning is demonstrated when the learner can apply what is presented in new situations, and students perform better on problem-solving transfer tests when they learn with words and pictures.
Mayer (2003) lists five cognitive processes that contribute to meaningful learning from multimedia: selecting words, selecting images, organizing words, organizing images, and integrating.
The Science of E-Learning
Multimedia Principle
better transfer occurs from animation/pictures and narra-tion/words than from words alone.
Personalization Principle
better transfer occurs when narration is conducted in a conversational style (first or second person) rather than a formal style (third person).
Contiguity Principle
ransfer occurs when corresponding narration and ani-mation are presented simultaneously, both temporally and spatially.
(Temporal contiguity means that corresponding words and pictures should be presented at the same time)
Signaling Principle
states that better transfer occurs when narrations are signaled.Signaling assists learners in the process of organizing sounds, which can result in deeper, more meaningful learning.
Modality Principle
better transfer occurs when multimedia combines anima-tion/pictures and narration as opposed to animation/pictures and on-screen text, i.e. students learn better in multimedia messages when words are presented as spoken language rather than printed text.
suggests that we have two types of working memory, one verbal and one visual, and that we learn best when both channels are used together,
Pre-training Principle
better transfer occurs when training on components precedes a narrated animation.Learners have to create low level schemas about a concept, before they can combine them into larger, more complicated schemas.
Coherence Principle
better transfer occurs when extraneous material such as irrele-vant video, animation, pictures, narration, and sounds are excluded.
Redundancy Principle
better transfer occurs when animation and narration are not combined with printed text. pictures and words are both presented visually, it can overload visual working memory capacity.
Pacing Principle
states that better transfer occurs when the pace of presentation is controlled by the learner, rather than by the program.If the pace of the presented material is too fast, then these cognitive processes may not be properly carried out and learning will suffer.