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E19.2174 Cognitive Science and Educ. Technology I
New York University
Class # 4
Spring 20010
© 2010, Jan L. Plass 1
Cognitive Science
“Instructional media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition." (Clark, 1983, p. 445)
Introduction
Cognitive Science
Overview
• Cognitive Theory of Multimedia Learning • Integrated Model of Text & Picture Comprehension • Application to the Design of Multimedia Instruction
Next Week • Cognitive Load Theory • Draft Design Document Due
Cognitive Science
Information Processing
Cognitive Science
What is multimedia?
Multimedia Learning
Cognitive Science
Multimedia:
“presenting both words and pictures.”
Multimedia Learning
E19.2174 Cognitive Science and Educ. Technology I
New York University
Class # 4
Spring 20010
© 2010, Jan L. Plass 2
Cognitive Science
Multimedia Learning
Vitruvius, 1511
http://upload.wikimedia.org/wikipedia/commons/thumb/9/9e/VitruviusTenBooksMHMorgan1914p296.jpg/566px-VitruviusTenBooksMHMorgan1914p296.jpg
Cognitive Science
Multimedia Learning
Comenius, 1658
http://pauillac.inria.fr/~codognet/images/cesariano.jpg
Cognitive Science
Delivery Medium System used to present instruction (e.g., book, computer, voice)
Presentation Mode Format used to represent the instruction (e.g., words, pictures)
Sensory Modality Information processing channel used by learner (e.g., auditory, visual)
Multimedia Learning
Cognitive Science
Delivery Medium System used to present instruction (e.g., book, computer, voice)
Presentation Mode Format used to represent the instruction (e.g., words, pictures)
Sensory Modality Information processing channel used by learner (e.g., auditory, visual)
Multimedia Learning
Cognitive Science
What is multimedia learning?
Multimedia Learning
Cognitive Science
Multimedia learning
Mayer: Building mental representations from words and pictures.
Schnotz: Using external representations as information sources to construct internal representations of learning content, and storing these representations in long-term memory.
Multimedia Learning
E19.2174 Cognitive Science and Educ. Technology I
New York University
Class # 4
Spring 20010
© 2010, Jan L. Plass 3
Cognitive Science
What is the rationale for multimedia learning?
Multimedia Learning Scenario
Cognitive Science
Class Discussion
What does the multimedia principle predict? Discuss its implication for the design of multimedia learning environments. Consider: -the modalities/presentation modes used -the type of learning fostered -the learning outcomes achieved
Report a summary of your thoughts to the class.
Cognitive Science
Multimedia principle:
People learn more deeply from words and pictures than from words alone.
Desired Learning Outcomes
• Remembering (Retention)
• Understanding (Transfer)
Multimedia Learning
Cognitive Science
Metaphors
Multimedia Learning as Information Acquisition
Multimedia Learning as Knowledge Construction
What are the implications of each metaphor for the design of multimedia instruction?
Multimedia Learning
Cognitive Science
Multimedia Learning as Information Acquisition
• Teacher: Information provider
• Learner: Passive recipient
• Content: Information
• Goal: Add information to memory
• Multimedia: Delivery vehicle
Multimedia Learning
Cognitive Science
Multimedia Learning as Information Acquisition
• Teacher: Information provider
• Learner: Passive recipient
• Content: Information
• Goal: Add information to memory
• Multimedia: Delivery vehicle
Multimedia Learning
E19.2174 Cognitive Science and Educ. Technology I
New York University
Class # 4
Spring 20010
© 2010, Jan L. Plass 4
Cognitive Science
Multimedia Learning as Knowledge Construction
• Teacher: Information provider Cognitive guide
• Learner: Passive recipient Active sense-maker
• Content: Information Knowledge
• Goal: Add information Build coherent mental structure
• Multimedia: Delivery vehicle Provides cognitive guidance
Multimedia Learning
Cognitive Science
Multimedia Learning as Knowledge Construction
• Teacher: Information provider Cognitive guide
• Learner: Passive recipient Active sense-maker
• Content: Information Knowledge
• Goal: Add information Build coherent mental structure
• Multimedia: Delivery vehicle Provides cognitive guidance
Multimedia Learning
Cognitive Science
Assumptions • Dual Channels (Dual Coding, Paivio, 1986, Baddeley, 1992) • Limited Capacity (Cognitive Load, Sweller, 1999; Baddeley, 1992) • Active Processing (Wittrock, 1989)
Cognitive Theory of Multimedia Learning
Cognitive Science
Assumptions • Active Processing (Wittrock, 1989, 1992) To comprehend, the learner must actively create meaningful relations. -Relationships among instructional concepts -Relationships between instructional concepts and the learner’s prior knowledge and experience
Cognitive Theory of Multimedia Learning
Cognitive Science
Active Learning
Multimedia Learning
Cognitive Activity LOW HIGH
LOW ? ?
HIGH ? ?
Beh
avio
ral A
ctiv
ity
Cognitive Science
Active Learning
Multimedia Learning
Cognitive Activity LOW HIGH
LOW Does not foster meaningful learning
Fosters meaningful learning
HIGH Does not foster meaningful learning
Fosters meaningful learning
Beh
avio
ral A
ctiv
ity
E19.2174 Cognitive Science and Educ. Technology I
New York University
Class # 4
Spring 20010
© 2010, Jan L. Plass 5
Cognitive Science
Cognitive Theory of Multimedia Learning
Select Images
Select Words
Organize Images
Organize Words
Sounds
Images
Integrate
Verbal Model (Verbal Mental Representation)
Pictures
Words
Multimedia Presentation
Ears
Eyes
Sensory Memory
Pictorial Model (Visual Mental Representation)
Long-term Memory
Prior Knowledge
Working Memory
Cognitive Science
Select relevant information from what is presented
-words –> processed in verbal WM (text base) -images –> processed in visual WM (image base)
Cognitive Theory of Multimedia Learning
Cognitive Science
Organize the pieces of information into a coherent mental representation
-text base –> verbal mental model -image base –> pictorial mental model
-Associative processing: Associations within visual and within verbal system
Cognitive Theory of Multimedia Learning
Cognitive Science
Integrate the newly constructed representation with others
-Build referential connections between the two representations -Integrate with mental model
Cognitive Theory of Multimedia Learning
Cognitive Science
Integrated Text & Picture Comprehension Model
• Sensory Registers
• Working Memory
• Long term memory
• Perceptual Level: multiple sensory channels
• Cognitive Level: verbal and pictorial channels
Cognitive Science
Integrated Text & Picture Comprehension Model
Two Basic Forms of Representation:
Descriptive representations - consist of symbols Relationship to referent based on convention
Depictive representations - consist of icons Relationship to referent based on perceptual similarity
E19.2174 Cognitive Science and Educ. Technology I
New York University
Class # 4
Spring 20010
© 2010, Jan L. Plass 6
Cognitive Science
Integrated Text & Picture Comprehension Model
Forms of Internal Representation:
Verbal: Text-surface representation Propositional Model Descriptive
Pictorial: Perceptual representation Mental model Depictive
Cognitive Science
Integrated Text & Picture Comprehension Model
• Both verbal and pictorial information can enter working memory through different sensory channels
• Both verbal and pictorial information require prior knowledge that is stored in long-term memory
Cognitive Science
Integrated Text & Picture Comprehension Model
Cognitive Science
Integrated Text & Picture Comprehension Model
• Selection of information
• Organization of information
• Activation of prior knowledge
• Active coherence formation by integration of information from different sources
Cognitive Science
Integrated Text & Picture Comprehension Model
How does this model differ from the
Cognitive Theory of Multimedia Learning?
Cognitive Science
Media Effects Is one medium better than another?
Multimedia Effects Is multimedia instruction effective? Single vs. multiple representations
Interaction Effects For whom is multimedia effective?
(Mayer, 1997)
Multimedia Learning
E19.2174 Cognitive Science and Educ. Technology I
New York University
Class # 4
Spring 20010
© 2010, Jan L. Plass 7
Scenario
Cognitive Science
Group Activity
How can the Cognitive Theory of Multimedia Learning and the Integrated Model of Text & Picture Comprehension be used to inform the design of effective multimedia instruction? Use your own example or one of these scenarios for your answer. • Introduce medical students to human anatomy. • Improve freshmen students’ Arabic vocabulary and support the
process of reading a text in Arabic. • Train experienced pilots on the instruments of a new type of
airplane. • Introduce the history of the American civil war to high school
students. • Teach college students about molecular structures in organic
chemistry.