Does the amount of on-screen text influence student learning from a multimedia-based instructional unit? (original) (raw)
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Aimed at both newcomers to online learning as well as experienced multimedia developers, this paper addresses the issue of how to avoid unproductive multimedia instructional practices and employ more effective cognitive strategies. Baddeley's model of working memory and Paivio's dual coding theory suggest that humans process information through dual channels, one auditory and the other visual. This, combined with Sweller's Theory of Cognitive Load and Anderson's ACT-R cognitive architecture, provides a convincing argument for how humans learn, which leads to the question of how multimedia instruction can be designed to maximize learning. Cognitive theory and frameworks like Mayer's Cognitive Theory of Multimedia Learning provide empirical guidelines that may help us to design multimedia instruction more effectively. Mayer argues that the best way to present multimedia instruction is through visual graphics and informal voice narration, which takes advantage of both verbal and visual working memories without overloading one or the other.
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Computer-based multimedia learning environments -consisting of pictures (such as animation) and words (such as narration) -offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive theory of multimedia learning which draws on dual coding theory, cognitive load theory, and constructivist learning theory. Based on the theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multimedia explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory narration than as visual on-screen text. The redundancy principle is that it is better to present animation and narration than to present animation, narration, and on-screen text. By beginning with a cognitive theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages.
40,1002,cap. 3 . Cognitive theory of multimedia learning
A fundamental hypothesis underlying research on multimedia learning is that multimedia instructional messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not. The cognitive theory of multimedia learning (CTML) is based on three cognitive science principles of learning; the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing (i.e., dual-channels assumption); each channel has limited capacity for processing (i.e., limited capacity assumption); and active learning entails carrying out a coordinated set of cognitive processes during learning (i.e., active processing assumption). The cognitive theory of multimedia learning specifies five cognitive processes in multimedia learning: selecting relevant words from the presented text or narration, selecting relevant imago from the presented illustrations, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent pictorial represen-tation, and integrating the pictorial and v e r b a l represen -" tations and prior k n o w l e d g e . Multimedia instructional messages should be designed to prime these processes.
The effect of mode of presentation, cognitive load, and individual differences on recall
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The exponential growth of technology has placed today’s educational system in a quandary, where many schools are endeavouring to meet the requirements of the current digital generation without knowing how mobile technology affects learning. Mayer’s (2005) Multimedia and Redundancy Principles of Learning offer explanations for learning, and were the key theories against which the current research was measured. The aim of the investigation was to measure learning outcome in three separate subject disciplines: science–topic heart; geography–topic map; and English–topic poem, over two testing times, to determine whether mode of presentation (paper vs. M-technology, i.e., Pads®) and cognitive load (text-only vs. text & graphics vs. graphics & audio vs. text, graphics & audio) had an impact on recall. The variables of gender, working memory, and motivation were identified as possible individual differences affecting learning outcome. An opportunity sample of 346 secondary school students,...