Instructional Media Theories
Learning Objectives
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At the end of the workshop, participants will be able to:
A. Define the cognitive load theory.
B. Explain the components of the cognitive load theory.
C. Describe the cognitive theory of multimedia learning.
D. Identify two instructional design principles.
Cognitive Load Theory
Overview
Cognitive load theory (Paas & Sweller, 2014, Sweller, 2003) is concerned with the limited capacity of our brains to acquire and store information. When information is encountered, the working memory decides whether it merits hang onto to it or discarding it. If the information is deemed important, the schemas organize the information and determine its placement into storage. If it is appropriate to an existing schemas, it is added. If not, a new schema will be constructed. Information is finally placed into the long-term memory for permanent storage and future reference. (Paas & Sweller, 2014).
The information we encounter, the manner in which we encounter information, and our limited brain capacity will contribute to whether or not we learn and retain information. These are described as load condition in the cognitive load theory. Let’s use a classroom situation to demonstrate the three types of load conditions found in this theory. Intrinsic load is based solely on the material being covered (Paas & Sweller, 2014). If a student encounter course material that is simple, then the student experiences low intrinsic load. On the other hand, if the student encounters course material that is difficult, then the student experiences high intrinsic load.
Extraneous cognitive load occurs due to way the materials are presented (Pass & Sweller, 2014, Sweller, 2010). If the course materials are presented on a brand new screen that is clear and clean, this should lead to low extraneous load. If the course materials are blurry, hard to see, or smeared then this should lead to high extraneous. Therefore, if the student experiences high extraneous load, resources are diverted from processing the course material and will result in lower retention of the material.
Germane cognitive load occurs due to the learning process itself (Paas & Sweller, 2014, Sweller, 2010). Paas and Sweller (2014) suggest that when more working memory resources are used for dealing with intrinsic cognitive load and fewer are used with extraneous cognitive load, it will lead to high germane cognitive load, and presumably better learning outcomes.
Cognitive Theory of Multimedia Theory
Overview
The cognitive theory of multimedia learning (Mayer, 2005, 2014) is an extension of cognitive load theory and is based on three assumptions. The first assumption is dual channels, which describes that individuals have separate channels for processing auditory and visual information (Mayer, 2005, 2014). For example, when narration is provided for a presentation slide in a classroom the auditory channel is being used, while the image is being processed by the visual channel.
The second assumption is the limited-capacity, which states that individuals are limited in the amount of information that can be processed by either channel at a time (Mayer, 2005, 2014). This will influence what information we give our attention to, how we connect the information we chose to select, and how will bring this information into our existing knowledge (Mayer, 2014). When creating presentation slide you should minimize extraneous information so the working memory is not overloaded and learning is improved.
The third assumption is active processing, which describes how individuals process incoming information, organize this information, and integrate this information with our existing knowledge (Mayer, 2005, 2014). Presentations should be broken into smaller pieces of information to accommodate the processing, organizing, and integration of the working memory (Mayer & Pilegard, 2014).
The cognitive theory of multimedia learning (Mayer, 2005, 2014) is an extension of cognitive load theory and is based on three assumptions. The first assumption is dual channels, which describes that individuals have separate channels for processing auditory and visual information (Mayer, 2005, 2014). For example, when narration is provided for a presentation slide in a classroom the auditory channel is being used, while the image is being processed by the visual channel.
The second assumption is the limited-capacity, which states that individuals are limited in the amount of information that can be processed by either channel at a time (Mayer, 2005, 2014). This will influence what information we give our attention to, how we connect the information we chose to select, and how will bring this information into our existing knowledge (Mayer, 2014). When creating presentation slide you should minimize extraneous information so the working memory is not overloaded and learning is improved.
The third assumption is active processing, which describes how individuals process incoming information, organize this information, and integrate this information with our existing knowledge (Mayer, 2005, 2014). Presentations should be broken into smaller pieces of information to accommodate the processing, organizing, and integration of the working memory (Mayer & Pilegard, 2014).
Instructional Design Principles
The purpose of the Instructional design principles are to reduce extraneous overload in multimedia design (Van Gog, 2014). We will discuss 3 such principles. They are: coherence, signaling, redundancy, and spatial contiguity (Van Gog, 2014).
Coherence
Coherence principle States individuals learn more deeply from a multimedia message when the extraneous material is excluded. (Mayer & Fiorella, 2014). By excluding extraneous material (non-relevant pictures, blurry wording, glare on the screen) the learner’s attention can be on the material itself, schemas can be expanded, and perm learing occurs. It should be noted that we need to use of the appropriate intrinsic cognitive load (based on our learners). The result would be to maximize meaningful learning. A violation of the coherence principle – font hard to read, too many pictures (this requires extraneous processing resources to scan and make sense of images and words, intrinsic processing is stifled). To promote meaningful learning, we could reformat the slides eliminating the extraneous factors and drawing the attention to the learning material.
Coherence
Coherence principle States individuals learn more deeply from a multimedia message when the extraneous material is excluded. (Mayer & Fiorella, 2014). By excluding extraneous material (non-relevant pictures, blurry wording, glare on the screen) the learner’s attention can be on the material itself, schemas can be expanded, and perm learing occurs. It should be noted that we need to use of the appropriate intrinsic cognitive load (based on our learners). The result would be to maximize meaningful learning. A violation of the coherence principle – font hard to read, too many pictures (this requires extraneous processing resources to scan and make sense of images and words, intrinsic processing is stifled). To promote meaningful learning, we could reformat the slides eliminating the extraneous factors and drawing the attention to the learning material.
Signaling
Another principle is Signaling which States individuals learn more intensely from multimedia message when cues (e.g., arrows, underlines) showcase the necessary information or knowledge (Mayer & Fiorella, 2014). Signaling principle directs the learner’s attention to the essential info that needs to be integration into the existing schemas and then into long-term memory. Signaling decrease the extraneous load.
Another principle is Signaling which States individuals learn more intensely from multimedia message when cues (e.g., arrows, underlines) showcase the necessary information or knowledge (Mayer & Fiorella, 2014). Signaling principle directs the learner’s attention to the essential info that needs to be integration into the existing schemas and then into long-term memory. Signaling decrease the extraneous load.
Spatial contiguity
Spatial contiguity principle states individuals learn more deeply when words and pictures are near each other on the screen or page. The use of spatial contiguity directs the learner’s attention toward essential information in one place and thus will decreased extraneous cognitive load (scanning before and forth across pages or spaces looking between words and pics). This makes the processing resources directed towards the essential material resulting in the working memory doing its job and thus leading to meaningful learning results.
Spatial contiguity principle states individuals learn more deeply when words and pictures are near each other on the screen or page. The use of spatial contiguity directs the learner’s attention toward essential information in one place and thus will decreased extraneous cognitive load (scanning before and forth across pages or spaces looking between words and pics). This makes the processing resources directed towards the essential material resulting in the working memory doing its job and thus leading to meaningful learning results.
Video - Cognitive Load Theory & Cognitive Theory of Multimedia Learning
Below you will find a video discussing ways to reduce extraneous overload
Assessment
Please complete the following quiz to gauge your understanding of the learning objectives of this workshop. Remember acquiring this information is critical to help you understand the multimedia theory. This will also identify areas you may need to spend more time with. Good luck!
References
Mayer, R. E. (2014). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 263-275). New York: Cambridge University Press.
Paas. F. & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 27-42). New York: Cambridge University Press.
Van Gog, T (2014). The Signaling (or cueing) principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 263-275). New York: Cambridge University Press.
Paas. F. & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 27-42). New York: Cambridge University Press.
Van Gog, T (2014). The Signaling (or cueing) principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 263-275). New York: Cambridge University Press.