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-Based Principles for Multimedia Instruction* text - Coggle Diagram
-Based Principles for Multimedia Instruction*
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Overview of Multimedia Instruction
Multimedia Principle
: People learn better from words and graphics than from words alone.
Examples
: Narrated animations, texts with illustrations, videos with captions.
Evidence
: 11 studies show that graphics + words improve performance.
Cognitive Theory of Multimedia Learning*
Key Assumptions
:
Dual Channels
: Separate visual and verbal processing.
Limited Capacity
: Limited processing in each channel.
Active Processing
: Learning by selecting, organizing, and integrating information.
Memory
:
Sensory Memory
: Temporary images and sounds.
Working Memory
: Manipulation of visual and verbal information.
Long-Term Memory
: Permanent storage.
.
Types of Processing in Multimedia Instruction
Extraneous Processing
: Consumes capacity without aiding learning.
Essential Processing
: Selecting and organizing relevant information.
Generative Processing
: Reorganizing and integrating with prior knowledge.
Practical Application of Principles
Reducing Extraneous
: Remove irrelevant information (e.g., eliminating distracting details from photos and videos).
Signaling
: Add headings and arrows to organize content.
Segmenting
: Divide content into manageable, controllable segments.
Spatial Contiguity
: Place text next to corresponding graphics.
Pre-training
: Introduce key concepts before the lesson.
Redundancy
: Avoid reading on-screen text and instead use complementary narration.
Modality
: Limit on-screen text and focus on technical terms.
Personalization
: Use first and second-person language (e.g., “Your lungs”).
Embodiment
: Presenter interacts, smiles, and makes eye contact.
Temporal Contiguity
: Sync narration with on-screen graphics.
Voice
: Maintain a pleasant, warm, and confident tone.
Image
: Avoid distracting logos or images.
Instructional Design Goals
Reduce Extraneous Processing
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Manage Essential Processing
.
Foster Generative Processing
.
Principles for Reducing Extraneous Processing
Coherence
: Exclude irrelevant material to improve learning.
Signaling
: Use cues to highlight content organization.
Redundancy
: Avoid on-screen text when graphics and narration are present.
Spatial Contiguity
: Place text and graphics together rather than apart.
Temporal Contiguity
: Synchronize narration with images or graphics.
Principles for Managing Essential Processing
Segmenting
: Present content in learner-controlled segments.
Pre-training
: Teach key terms before the main lesson.
Modality
: Use narration instead of on-screen text to complement graphics.
Principles for Fostering Generative Processing
Personalization
: Use conversational style rather than formal tone.
Voice
: Use a human voice instead of a synthetic voice.
Embodiment
: Use on-screen agents that gesture and make eye contact.
Image
: Avoid static images that may distract.