How to Present So They Will Remember:Neuroscience Meets Cognitive Load Theory

Robin Altice, M.Ed, PMP, CPLPaltice_robin@bah.comLinkedIn: Robin Altice

Research Musings

…and PowerPoint presentations are a

method to share information…

If cognitive neuroscience is showing us how our brains interact with information…

Research Musings

…so people remember the information?

How can I apply cognitive neuroscience to my

presentations…

DefinitionsMultimedia Learning Theory:

Cognitive Neuroscience:

Cognitive Load:

DefinitionsMultimedia Learning Theory:Industry-standard best practices for the design and delivery of training using multimedia

Cognitive Neuroscience:

Cognitive Load:

Definitions

Cognitive Science

(the study of thought, learning and mental

process)

Cognitive NeuroscienceNeuroscience

(the study of brain function)

Instructional Systems Design

(study and application of pedagogy to training )

Multimedia Learning Theory:Industry-standard best practices for the design and delivery of training using multimedia

Cognitive Neuroscience:Overlap between the study of brain function and the study of cognition

Cognitive Load:

Definitions

Intrinsic Load(how heavy the “load” really is)

Germane Load(how “strong” you are)

Extraneous Load(extra stuff just making lifting the load even harder)

I

Training

Multimedia Learning Theory:Industry-standard best practices for the design and delivery of training using multimedia

Cognitive Neuroscience:Overlap between the study of brain function and the study of cognition

Cognitive Load:The ease or difficulty of learning something new

Neuroimaging MethodsPET, MRI, and fMRI Systems EEG and Wireless EEG

Multimedia Learning Theories

Redundancy Principle: Words as both text and audio (orated) can hurt learning.Modality Principle: Learning improves with oration AND relevant visuals. Signaling Principle: Images and cues presented consistently help learning. Coherence Principle: Adding interesting, but irrelevant, material can reduce learning.

Multimedia Learning Theory #1

Redundancy Principle: Words as both text and audio (orated) can hurt learning.

Dual Channel Theory

Oration

Text on the slide

X

Dual Channel Theory

Oration

Text on the slide

WARNING! WARNING!COGNITIVE OVERLOAD!

Multimedia Learning Theory #1

Redundancy Principle (2001): Words as both text and audio (orated) can hurt learning

Global Webpages Served to Mobile Phones• The left bar chart below provides details on the

share of webpages that are served to mobile phones from 2009 to 2014.

• The right stacked bar chart examines which mobile browser platforms were most commonly used in 2014. Mobile share of web traffic is growing rapidly from just 0.7% in 2009 to 28.9% share in 2014.

• Note that the absolute increase of webpages being served is not considered in the chart as only percent values are displayed.

• Roughly 70% of websites viewed on mobile phones in 2014 were viewed on Apple Safari or Android Webkit.

Multimedia Learning Theory #2

Modality Principle: Learning improves with oration AND relevant visuals.

Dual Channel Theory

Oration

Relevant Visual

Refresh Our Memory…about Memory

Sensory Register Short-TermMemory

Long-TermMemory

EncodingAttention

Info

rmat

ion

Lost

Info

rmat

ion

Lost

Info

rmat

ion

Lost

.5 to 3 sec. 3 sec. to 1 min. Fades over time

Sensory Input

Rehearsal& Practice

5 +/- 2 Theory

Multimedia Learning Theory #2

Modality Principle (2009): Learning improves with oration AND relevant visuals.

Global Webpages Served to Mobile Phones

Multimedia Learning Theory #3

Signaling Principle: Images and cues presented consistently help learning.

Neuroimaging and Sensory Memory

Auditory

Vision

Spatial Sense

Neuroimaging and Sensory Memory

Auditory

Vision

Spatial Sense

Temporal Lobe -AUDITORY

Neuroimaging and Sensory Memory

Auditory

Vision

Spatial Sense

Temporal Lobe -AUDITORY

Neuroimaging and Sensory Memory

Auditory

Vision

Spatial Sense

Temporal Lobe -AUDITORY

Occipital Lobe is the part that controls your vision

WARNING! WARNING!COGNITIVE OVERLOAD!

Neuroimaging and Sensory Memory

Auditory

Vision

Spatial Sense

Multimedia Learning Theory #3

Signaling Principle (2009): Images and cues presented consistently help learning.

Multimedia Learning Theory #4

Coherence Principle: Adding interesting, but irrelevant, material can reduce learning.

Robin Altice, FacilitatorRobin is your facilitator today. Robin has a son named Aidan.Robin has a Master’s in ID&T.Robin works at Booz Allen Hamilton.Robin has three dogs.Robin paddle boards in the summer.Robin is a Project Manager.Robin loves mid-century modern furniture.Robin’s brother is a robotics engineer.Robin’s mother is a retired school teacher. Robin’s father is a retired videographer.Robin is a member of DAR. Robin has a PMP.Robin is a vegetarian.Robin’s happy place is on the beach.Robin grows her own vegetables. Robin has a CPLP.

Multimedia Learning Theory #4

Coherence Principle: Adding interesting, but irrelevant, material can reduce learning.

Robin Altice, FacilitatorM.Ed, PMP, CPLPProject Manager

Is because of cognitive load!

Questions?

Resources:Antonenko, P., Paas, F., Grabner, R., & van Gog, T. (2010). Using Electroencephalography to Measure Cognitive

Load. Educational Psychology Review, 22(4), 425-438.

Atkinson, R., Foshee, C., Harrison, C., Lin, L., Joseph, S. and Christopherson, R. (2009). Does the Type and Degree of Animation Present in a Visual Representation Accompanying Narration in a Multimedia Environment Impact Learning? In G. Siemens & C Fulford (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2009 (pp. 726-734). Association for the Advancement of Computing in Education (AACE).

Clark, R.C., & Mayer, R.E. (2003). E-Learning and the science of instruction. San Francisco; Jossey-Bass.

Dalgarno, B., Kennedy, G., & Bennett, S. (2010). Can Functional Brain Imaging Be Used to Explore Interactivity and Cognition in Multimedia Learning Environments? Journal of Interactive Learning Research, 21(3), 317-342.

Dindar, M., Kabakçi Yurdakul, I., & Inan Dönmez, F. (2015). Measuring Cognitive Load in Test Items: Static Graphics versus Animated Graphics. Journal of Computer Assisted Learning, 31(2), 148-161.

Resources:Homer, B. D., Plass, J. L., & Blake, L. (2008). The effects of video on cognitive load and social presence in

multimedia-learning. Computers In Human Behavior, 24 (Instructional Support for Enhancing Students' Information Problem Solving Ability), 786-797.

Horvath, J. C. (2014). The Neuroscience of PowerPointTM. Mind, Brain & Education, 8(3), 137-143.

Kalyuga, S. (2010). Narration or Visual Text: When Does Modality Effect Apply? In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 1052-1058). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Leahy, W. W., & Sweller, J. (2016). Cognitive load theory and the effects of transient information on the modality effect. Instructional Science, 44(1), 107-123.

Mayer, R.E., Heiser, J., & Lonn, S. (2001). Cognitive Constraints on Multimedia Learning: When Presenting More Material Results in Less Understanding. Journal of Educational Psychology, 93(1), 187-198.

Resources:Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational

Psychologist, 38(1), 43-52.

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4.

Park, B., Flowerday, T., & Brünken, R. (2015). Cognitive and affective effects of seductive details in multimedia learning. Computers in Human Behavior, 44, 267-278.

Stevens, M. C. (2009). The developmental cognitive neuroscience of functional connectivity. Brain and Cognition, 701-12.

Whelan, R. R. (2007). Neuroimaging of cognitive load in instructional multimedia. Educational Research Review, 21-12.