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Annotated Bibliography 5
Pass, F. & Sweller, J. (2014) Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 27-42). New York: Cambridge.
Pass and Sweller (2014) present cognitive load theory in terms of multimedia instruction. The researchers first discuss how new intelligence comes from precise teaching from our society norms. Therefore, cognitive load theory is interested in new intelligence from society teaching that is precise.
Next, the authors explain five educated assumptions of cognitive load theory. First, the information store principle means that learners can retain a lot of information in their long term memory. Second, the borrowing and reorganizing principle means that the learner should emulate the instructor’s message and put that message in their own words. Third, the randomness as a genesis principle states that the learner needs to assess a problem in many different ways until a solution is found that the learner will utilize in the future. Fourth, the narrow limits of change principle means that the learner can only understand so much information in order to make changes in the long term memory. Fifth, the environmental organizing and linking principle states the learner will utilize knowledge in order to match the needs of the exterior setting.
Additionally, a learner deals with three categories of cognitive load: intrinsic, extraneous, and germane. Intrinsic load is when the learner has to understand multiple variables in a problem to construct a solution, such as multiple variables when learning a new language or understanding a math problem. Extraneous load is when the purpose of the lesson does not meet the learner’s needs. Finally, germane load is when learning is successful so the learner can process the information without external elements interfering with the learning.
The implications of this article are that learning needs to be intentional and should eliminate as much external distraction as possible so the learner can process the message effectively.
Ayres, P & Sweller, J. (2014) The split-attention principle in multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 206-226). New York: Cambridge.
Ayres and Sweller (2014) discuss the split-attention principle, which is when the learner must utilize excessive mental resources to examine different types of material to achieve awareness of the lesson content. One example of the split-attention principle is when a math problem gives a solution outside of the original problem. Another example is when a learner has to read instructions for a multimedia program on the side instead of the instructions being part of the program.
Next, Ayres and Sweller examined past studies on this principle and found when instructions are combined with the problem, comprehension of the content increases. Furthermore, schoolbooks should have the appropriate images and words together on the same page and not on different pages. These techniques benefit all learners, but greatly benefit learners with weaker knowledge bases of the subjects. The split-attention principle was researched in computer programs and found directions on one medium (like paper documents) are more beneficial than consulting a manual while trying to work on the program.
Other interesting points made in this article for reducing split attention include utilizing color to emphasize important details and breaking information into smaller pieces. When constructing multimedia programs, learners understand material better when given the option to click on material and receive an explanation than reading the explanation on the side.
In terms of instructional design, instructors should be wary that the principle happens when information needs to be consolidated to create meaning. Further, if the task is not high in thinking demands, the principle will not happen since the mind can comprehend the task. Third, if the learner has internal qualities to solve the problem, the principle will not happen.
Kalyuga, S. & Sweller, J. (2014) The redundancy principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 247-262). New York: Cambridge.
Kalyuga and Sweller (2014) explain the redundancy principle, which is when content is presented with excessive detail or in various types repeating at the same time, such as giving spoken and printed words. The rationale behind this principle is that the mind has to work harder in order to understand the different forms of the same information. Short term memory has limited size to comprehend new content and extraneous repeating of information about the topic is damaging to the learner.
Studies conducted before cognitive load theory have proved this theory- most notably when a young learner is beginning to read, the instructor should just provide the word in print and then verbally state the word instead of adding an additional picture because the learner must utilize all skills to decode the word, which can be distracting if additional forms of that word appear. Additionally, when illustrations with text are presented and the same information is repeated, learners tend to perform poorly because of the surplus information. If words are said and those same words are in print simultaneously, the learner functions at a lower level because of surplus information.
In terms of instructional design, the instructor should focus only on the content and remove repeating information such as unnecessary sound effects or animatronics that could increase cognitive load. The instructor needs to examine information presented in illustrations and words carefully to check if information is repeating and then make instructional decisions on how to present the content. Kalyuga and Sweller (2014) caution that correction of content that displays repeating information is not necessary “…because such alterations may increase extraneous cognitive load if learners unnecessarily attempt to relate multiple formats.” (p. 260)
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
Sweller (1994) explains why the process of learning can be a difficult task in cognitive load theory. Learning is based on “…schemas [which] provide the basic unit of knowledge…” and when the skill becomes programmed in our long term memory, the learner can perform the task without assistance (Sweller, 1994, p. 297). Schemas and instinctive ability lessen the cognitive load on the learner when attempting a task.
In order to lessen cognitive load, a learner might conduct a thorough examination of the question and the objective, locate the dissimilarities, and then utilize skills to solve the question. Another strategy is not posing a question in the content and allowing the learner flexibility to solve the problem. Third, displaying a completed question that is assimilated allows the learner time to process the solution to the question.
Learning tasks become difficult when complicated information is involved. Furthermore, if the learner has not developed prior skills to comprehend a problem, that problem will become more difficult from the outset. When multiple subsets of a task are connected, those various subsets will be difficult since these subsets are presented together.
Natural cognitive load is when the subsets of the problem become complicated for the learner. Therefore, when the task is easy to solve, cognitive load will not exist. Instructional designers must limit multiple subsets of the task to allow better comprehension of the task.
Helberg, J. G., Harper, B., & Brown, C. (1993). Reducing cognitive load in multimedia navigation. Australasian Journal of Educational Technology, 9(2), 157-181. http://dx.doi.org/10.14742/ajet.2106
I selected the Hedberg, Harper, and Brown (1993) article because the researchers give insight into learner control in a multimedia environment and cognitive load. The researchers state the rationale of this article is that technology has allowed the learner to have influence and that technology allows learners to explore content in various ways. Hedberg, Harper and Brown (1993) state that learners need to utilize higher level learning skills, be able to create answers, and be able to utilize skills in real world environments when having control of learning.
In order to reach learners when exploring their own learning in a multimedia environment, they need to have skills such the ability to check their own understanding before moving to the next topic in the task. Therefore, learners need to be taught specific strategies that will help them check their understanding before being given the chance to explore material. The researchers state that skills should be taught during instruction to facilitate better transmission of those skills in different environments.
Additionally, in order to assist in learning in a multimedia environment, designers should utilize exploration reminders such as different tints to point out important information, developing new search techniques while learning, and images which give support to learners as necessary. The modes of navigation are discussed and include pictures or words, menus organized from major ideas to small ideas, concept maps, exploring content using one screen until the task is complete, and allowing learners to look at different ideas before completing an assessment. A brief study examined these systems and found that learner exploration should be based on the skills that the learner currently possesses. If the task is too defined, then the learner utilizes minimum skill to accomplish the task. Skill level must match the program.
Pass and Sweller (2014) present cognitive load theory in terms of multimedia instruction. The researchers first discuss how new intelligence comes from precise teaching from our society norms. Therefore, cognitive load theory is interested in new intelligence from society teaching that is precise.
Next, the authors explain five educated assumptions of cognitive load theory. First, the information store principle means that learners can retain a lot of information in their long term memory. Second, the borrowing and reorganizing principle means that the learner should emulate the instructor’s message and put that message in their own words. Third, the randomness as a genesis principle states that the learner needs to assess a problem in many different ways until a solution is found that the learner will utilize in the future. Fourth, the narrow limits of change principle means that the learner can only understand so much information in order to make changes in the long term memory. Fifth, the environmental organizing and linking principle states the learner will utilize knowledge in order to match the needs of the exterior setting.
Additionally, a learner deals with three categories of cognitive load: intrinsic, extraneous, and germane. Intrinsic load is when the learner has to understand multiple variables in a problem to construct a solution, such as multiple variables when learning a new language or understanding a math problem. Extraneous load is when the purpose of the lesson does not meet the learner’s needs. Finally, germane load is when learning is successful so the learner can process the information without external elements interfering with the learning.
The implications of this article are that learning needs to be intentional and should eliminate as much external distraction as possible so the learner can process the message effectively.
Ayres, P & Sweller, J. (2014) The split-attention principle in multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 206-226). New York: Cambridge.
Ayres and Sweller (2014) discuss the split-attention principle, which is when the learner must utilize excessive mental resources to examine different types of material to achieve awareness of the lesson content. One example of the split-attention principle is when a math problem gives a solution outside of the original problem. Another example is when a learner has to read instructions for a multimedia program on the side instead of the instructions being part of the program.
Next, Ayres and Sweller examined past studies on this principle and found when instructions are combined with the problem, comprehension of the content increases. Furthermore, schoolbooks should have the appropriate images and words together on the same page and not on different pages. These techniques benefit all learners, but greatly benefit learners with weaker knowledge bases of the subjects. The split-attention principle was researched in computer programs and found directions on one medium (like paper documents) are more beneficial than consulting a manual while trying to work on the program.
Other interesting points made in this article for reducing split attention include utilizing color to emphasize important details and breaking information into smaller pieces. When constructing multimedia programs, learners understand material better when given the option to click on material and receive an explanation than reading the explanation on the side.
In terms of instructional design, instructors should be wary that the principle happens when information needs to be consolidated to create meaning. Further, if the task is not high in thinking demands, the principle will not happen since the mind can comprehend the task. Third, if the learner has internal qualities to solve the problem, the principle will not happen.
Kalyuga, S. & Sweller, J. (2014) The redundancy principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 247-262). New York: Cambridge.
Kalyuga and Sweller (2014) explain the redundancy principle, which is when content is presented with excessive detail or in various types repeating at the same time, such as giving spoken and printed words. The rationale behind this principle is that the mind has to work harder in order to understand the different forms of the same information. Short term memory has limited size to comprehend new content and extraneous repeating of information about the topic is damaging to the learner.
Studies conducted before cognitive load theory have proved this theory- most notably when a young learner is beginning to read, the instructor should just provide the word in print and then verbally state the word instead of adding an additional picture because the learner must utilize all skills to decode the word, which can be distracting if additional forms of that word appear. Additionally, when illustrations with text are presented and the same information is repeated, learners tend to perform poorly because of the surplus information. If words are said and those same words are in print simultaneously, the learner functions at a lower level because of surplus information.
In terms of instructional design, the instructor should focus only on the content and remove repeating information such as unnecessary sound effects or animatronics that could increase cognitive load. The instructor needs to examine information presented in illustrations and words carefully to check if information is repeating and then make instructional decisions on how to present the content. Kalyuga and Sweller (2014) caution that correction of content that displays repeating information is not necessary “…because such alterations may increase extraneous cognitive load if learners unnecessarily attempt to relate multiple formats.” (p. 260)
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
Sweller (1994) explains why the process of learning can be a difficult task in cognitive load theory. Learning is based on “…schemas [which] provide the basic unit of knowledge…” and when the skill becomes programmed in our long term memory, the learner can perform the task without assistance (Sweller, 1994, p. 297). Schemas and instinctive ability lessen the cognitive load on the learner when attempting a task.
In order to lessen cognitive load, a learner might conduct a thorough examination of the question and the objective, locate the dissimilarities, and then utilize skills to solve the question. Another strategy is not posing a question in the content and allowing the learner flexibility to solve the problem. Third, displaying a completed question that is assimilated allows the learner time to process the solution to the question.
Learning tasks become difficult when complicated information is involved. Furthermore, if the learner has not developed prior skills to comprehend a problem, that problem will become more difficult from the outset. When multiple subsets of a task are connected, those various subsets will be difficult since these subsets are presented together.
Natural cognitive load is when the subsets of the problem become complicated for the learner. Therefore, when the task is easy to solve, cognitive load will not exist. Instructional designers must limit multiple subsets of the task to allow better comprehension of the task.
Helberg, J. G., Harper, B., & Brown, C. (1993). Reducing cognitive load in multimedia navigation. Australasian Journal of Educational Technology, 9(2), 157-181. http://dx.doi.org/10.14742/ajet.2106
I selected the Hedberg, Harper, and Brown (1993) article because the researchers give insight into learner control in a multimedia environment and cognitive load. The researchers state the rationale of this article is that technology has allowed the learner to have influence and that technology allows learners to explore content in various ways. Hedberg, Harper and Brown (1993) state that learners need to utilize higher level learning skills, be able to create answers, and be able to utilize skills in real world environments when having control of learning.
In order to reach learners when exploring their own learning in a multimedia environment, they need to have skills such the ability to check their own understanding before moving to the next topic in the task. Therefore, learners need to be taught specific strategies that will help them check their understanding before being given the chance to explore material. The researchers state that skills should be taught during instruction to facilitate better transmission of those skills in different environments.
Additionally, in order to assist in learning in a multimedia environment, designers should utilize exploration reminders such as different tints to point out important information, developing new search techniques while learning, and images which give support to learners as necessary. The modes of navigation are discussed and include pictures or words, menus organized from major ideas to small ideas, concept maps, exploring content using one screen until the task is complete, and allowing learners to look at different ideas before completing an assessment. A brief study examined these systems and found that learner exploration should be based on the skills that the learner currently possesses. If the task is too defined, then the learner utilizes minimum skill to accomplish the task. Skill level must match the program.