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Cognitive Overload in Multimedia Learning. EDP 504 Tutorial by Andrea Sanyshyn Janine Batchelor Patricia Peres and Peter Vierno. Skip Intro. Skip Intro. Introduction. - PowerPoint PPT Presentation
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Skip Intro
Cognitive Overload in Multimedia Learning
EDP 504 Tutorial byAndrea SanyshynJanine Batchelor
Patricia Peresand Peter Vierno
Skip Intro
This tutoring system was designed to give you a quick but thorough description of what cognitive overload is and how it can be avoided.
Introduction
Skip Intro
By the end of this tutorial we hope to give you the ability to evaluate multimedia learning tools. As teachers we want our students to be engaged and learning yet not over stimulated.
Before we get started let's do an activity...
Introduction
Skip Intro
On the following slides we are going to show you some examples of some webpages. Pretend you are a student using the webpages to gather information for a school project. All we want you to do is answer a question about the webpages.
Introduction
Skip Intro
Go to this site: http://www.mnh.si.edu/vikings/start.html
Once you open the page you need to follow these two steps:
1st: Click on the Viking Voyage option
2nd: Click on the Enhanced Site option
Now just look over the page. Once you think you are ready click the next button below for your question. Now
This is the page you should be looking at.
Introduction
Skip Intro
Question: Where does the Viking
journey begin and end?
Click the next button to see the answer.
Introduction
Skip Intro
Answer: The journey begins at the
Homelands and Ends at the
Land of Legend.
Were you right? Let’s try one more.
Introduction
Skip Intro
From the Viking webpage you are on right now, click #7 on the map to go to the Land of Legends. (Here’s the link again if you closed the page: http://www.mnh.si.edu/vikings/start.html )
This is what the page should look like.
When you are ready, click the next button for your question.
Introduction
Skip Intro
Question: What were three ideas about
the Vikings that are competing
for supremacy?
Click the next button for the answer.
Introduction
Skip Intro
Answer: Any three of the following would be correct:
1. humorous Viking cartoon strips
2. serious genetic studies of Viking descendants
3. historically accurate novels
4. archeological hoaxes
Did you get this one right?
Introduction
Skip Intro
If you thought something like…
Wait! The ship
moves!!
Oh, there is too much info!
This webpage is a
mess!
Everything is so
confusing!
Why are they asking me these questions?
you aren’t the only one.
Introduction
Skip Intro
The cognitive overload which you are experiencing can happen for two main reasons:
1. Extraneous Factor: the information is not presented well (This factor can be
controlled by creators of multimedia resourses.)
2. Intrinsic Factor: the complexity and amount of
informational units to hold in working memory
to comprehend information
Brunken, Plass, & Leutner, 2003
Introduction
Skip Intro
Skip Intro
You have just experienced how cognitive overload can affect learning. Now we will move onto what cognitive load is and how it can be reduced. We suggest that if this is your first time using this tutoring system to follow the links down the page in order on the next slide.
Cognitive Overload
The Mind
Examples
Introduction
Cognitive Load- What is it?
What’s the Importance?
How the Mind Works
Ways to Reduce Overload
Let’s Review
Glossary
Reference List
Home Page
Return to Intro
The definition of cognitive overload in multimedia learning refers to the excessive level of cognitive processing required for learning through the presentation of words and pictures
To fully understand this definition we need to know what multimedia learning is...
Cognitive Load- What is it?
Mayer, Richard E. & Moreno, R. 2003
Multimedia learning is learning from words, which can be printed or spoken, and, from pictures, which can be either static such as illustrations, graphics, maps or photos or dynamic such as animations, vidoes or interactive illustrations.
Mayer, Richard E. & Moreno, R. 2003
According to Mayer and Moreno,
Cognitive Load- What is it?
To understand how cognitive overload occurs, we first need to understand how the mind
works.
How the Mind Works
There are three assumptions on how the mind works:
Mayer, Richard E. & Moreno, R. 2003
How the Mind Works
The information enters by two channels:
processes auditory and verbal information
processes written and graphical information
Auditory/verbal
channel
Visual/pictorial channel
How the Mind Works
Each channel has a limited capacity to process information
How the Mind Works
The information processing is active since
the information is:
SelectedPaying attention to the material
OrganizedOrganizing the material into
a coherent structure
IntegratedTying the material to
a prior-knowledge
Meaningful learning
How the Mind Works
Keep in mind these three assumptions as we explore how the mind works.
How the Mind Works
Let’s use an example:
It is Valentine’s day and you have received a beautiful card from your mate.
The card is musical, has a colorful
illustration, and a nice written message.
How the Mind Works
All the information presented in the card such asthe illustration, the writing and the music will
be processed in your mind like this:
How the Mind Works
*Words
Picture
Ears
Eyes
Sounds
Images
VerbalRep
PictorialRep
Selectingwords
SelectingImages
Organizingwords
Organizing images
Integrating
Card Sensory Memory
Working Memory
The words and the picture are captured by youreyes whereas the words, from the song, are captured
by your ears
Long-term
Memory
Pri
or
kn
ow
led
ge
*written and sung words
Modified figure from Mayer, Richard E. & Moreno, R. 2003
How the Mind Works
Words
Picture
Ears
Eyes
Sounds
Images
VerbalRep
PictorialRep
Selectingwords
SelectingImages
Organizingwords
Organizing images
Integrating
Card Sensory Memory
Working Memory
All the information coming from the ears and eyes is selected on the way to the working memory. That is, you are paying attention to some of the auditory information from the ears as well as to some of the visual information
from the eyes
Pri
or
kn
ow
led
ge
Long-term
Memory
How the Mind Works
Modified figure from Mayer, Richard E. & Moreno, R. 2003
Words
Pictures
Ears
Eyes
Sounds
Images
VerbalRep
Pictorial
Rep
Selectingwords
SelectingImages
Organizingwords
Organizing images
Integrating
Card Sensory Memory
Working Memory
The selected information is organized into coherentverbal and pictorial representations
Long-term
Memory
Pri
or
kn
ow
led
ge
How the Mind Works
Modified figure from Mayer, Richard E. & Moreno, R. 2003
Words
Pictures
Ears
Eyes
Sounds
Images
VerbalRep
PictorialRep
Selectingwords
SelectingImages
Organizingwords
Organizing images
Card Sensory Memory
Working Memory
Long-term
Memory
The pictorial and verbal representations are integratedto a prior knowledge, and when this happens,
all the information of the card becomes meaningful.
Integrating
Pri
or
kn
ow
led
ge
How the Mind Works
Modified figure from Mayer, Richard E. & Moreno, R. 2003
There are five different types of cognitive
overload.
Ways to Reduce Overload
Type of Overload Scenario
Load Reducing Method
Type 1: Essential processing
in visual channel
The visual channel is overloaded by essential processing demands.
Off-loading: Move some essential processing from the visual channel to the auditory
channel.
www.cellsalive.com/mitosis.htm
http://www.spaceflightnow.com/station/stage5a/video/dockanim_qt.html
Ways to Reduce Overload
Modified table from Mayer, Richard E. & Moreno, R. 2003
Examples:
Type of Overload Scenario
Load Reducing Method
Type 2: Essential processing
(in both channels)
Both channels are overloaded by essential processing demands.
Segmenting: allow time between successive bite-size segments
www.cellsalive.com/mitosis.htm
Pretraining: provide pertaining names and characteristics of components
www.amazing-kids.org/bouncingball.html
Ways to Reduce Overload
Modified table from Mayer, Richard E. & Moreno, R. 2003
Type of Overload Scenario
Load Reducing Method
Type 3: Essential processing + incidental processing (cause by extraneous material)
Weeding: eliminate interesting but extraneous material to reduce processing of extraneous material
Signaling: provide cues for how to process the material to reduce processing of extraneous material
www.renaissanceconnection.org
http://www.pbs.org/wnet/nature/alienempire/hardware.html
Ways to Reduce Overload
Modified table from Mayer, Richard E. & Moreno, R. 2003
Type of Overload Scenario
Load Reducing Method
Type 4: Essential processing + incidental processing (cause by confusing presentation)
Aligning: place printed words near corresponding parts of graphics to reduce need for visual scanning
http://www.pbs.org/wgbh/nova/fish/anatomy.html
Eliminating Redundancy: avoid presenting identical streams of printed and spoken wordshttp://coe.sdsu.edu/eet/Articles/co
gnitiveaudio/index.htm
http://www.pbs.org/wnet/nature/alienempire/multimedia/bee.html
http://www.nickjr.com/home/just_for_me_stories.jhtml ->Click on Please, Baby, Please and Rumble Grumble Gurgle Roar links
Ways to Reduce Overload
Modified table from Mayer, Richard E. & Moreno, R. 2003.
Type of Overload Scenario
Load Reducing Method
Synchronizing: present narration and corresponding animation simultaneously to minimize need to hold representation in memory
Individualizing: make sure learners possess skills at holding mental representations
Type 5: Essential processing + representation holding (cause by confusing presentation)
http://www.zebu.uoregon.edu/animate.htmlwww.nickjr.com/home/please_baby_please/jhtml
Match high-quality multimedia design with high-spatial learners.
One or both channels are overloaded by essential processing and representation holding.
Ways to Reduce Overload
Modified table from Mayer, Richard E. & Moreno, R. 2003
Why should teachers know about cognitive load?
What’s the Importance?
Teachers need to present instructional materials so working memory load is reduced. This can be accomplished through:
a learning environment that provides helpful instructions
breaking a task into smaller parts so the load of information can be handled better
providing learning aids such as advance organizers, notes, and summaries
What’s the Importance?
Glossary
Essential Processing: cognitive processes that are required for making sense of the presented material(ex. selecting words, selecting images, organizing words, organizing images, and integrating)
Incidental Processing: cognitive processes that are not required for making sense of the presented material but are primed by the design of a learning task(ex. adding background music)
Long-term Memory: memory over long periods of time, ranging from hours to days and years
Glossary
Representational Holding: cognitive processes aimed at holding a mental representation in working memory over a period of time
Sensory Memory: a system that briefly holds stimuli in sensory registers so that perceptual analysis can occur
Sensory Registers: buffer where perceptual information is momentarily stored until it is recognized or forgotten
Working Memory: portion of memory containing “current contents” of consciousness
Glossary
On the following screens you will find a few multiple choice review questions covering the material you have just learned. To see the answer to a review question just click to the next screen. The correct answer will be circles in red.
Let’s Review
1. Teachers can use instructional materials to reduce the load on a student’s working memory in all of the following ways except:
A. using advanced organizers
B. present all parts of a task at one time
C. give helpful instructions
D. provided notes and summaries
Let’s Review
1. Teachers can use instructional materials to reduce the load on a student’s working memory in all of the following ways except:
A. using advanced organizers
B. present all parts of a task at one time
C. give helpful instructions
D. provided notes and summaries
Let’s Review
2. We process information in…:
A. Three channels, which are the auditory, verbal and
visual channels
B. Three channels, which are the verbal, visual and
pictorial channels
C. Two channels, which are the auditory/verbal and visual/pictorial channels
D. One channel, which is the verbal channel
E. None of the above
Let’s Review
2. We process information in…:
A. Three channels, which are the auditory, verbal and
visual channels
B. Three channels, which are the verbal, visual and
pictorial channels
C. Two channels, which are the auditory/verbal and visual/pictorial channels
D. One channel, which is the verbal channel
E. None of the above
Let’s Review
3. Off-loading is a load reducing method defined as:
A. allowing time between successive bite-size segments
B. providing cues for how to process the materials to
reduce processing of extraneous material
C. moving some essential processing from the visual
channel to the auditory channel
Let’s Review
3. Off-loading is a load reducing method defined as:
A. allowing time between successive bite-size segments
B. providing cues for how to process the materials to
reduce processing of extraneous material
C. moving some essential processing from the visual
channel to the auditory channel
Let’s Review
4. Which statement is true:
A. The information processing is active since the information is integrated, selected and
organized into the working memory
B. The information becomes meaningful when it is selected, organized and integrated into the
working memory
C. The visual channel does not have limited capacity for
processing information
D. New information is not tied to prior knowledge
Let’s Review
4. Which statement is true:
A. The information processing is active since the information is integrated, selected and
organized into the working memory
B. The information becomes meaningful when it is selected, organized and integrated into the
working memory
C. The visual channel does not have limited capacity for
processing information
D. New information is not tied to prior knowledge
Let’s Review
5. Eliminating interesting but extraneous material in an example of what load reducing method?
A. aligning
B. weeding
C. off-loading
Let’s Review
5. Eliminating interesting but extraneous material in an example of what load reducing method?
A. aligning
B. weeding
C. off-loading
Let’s Review
6. A teacher is designing a web-based activity and wishes to present narration and corresponding animation simultaneously to minimize her student’s need to hold representations in memory. She is engaging in which type of load reducing method?
A. synchronizing
B. segmenting
C. aligning
Let’s Review
6. A teacher is designing a web-based activity and wishes to present narration and corresponding animation simultaneously to minimize her student’s need to hold representations in memory. She is engaging in which type of load reducing method?
A. synchronizing
B. segmenting
C. aligning
Let’s Review
References
Bruning, R.H., Schraw, G.J.,Norby, M.N.,& Ronning, R.R. (2004). Cognitive Psychology and Instruction (4th ed.). Columbus, OH: Pearson Education Inc.
Brunken, R., Plass, J. L. & Leuter, D.(2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist,38(1), 53-61.
Doolittle, P.E. & Tech, V.(2002). Multimedia learning: empirical results and practical applications. Virginia polytechnic Institute and State University. Retrieved March 16, 2004 from, http://www.ipfw.edu/as/tohe/2001/Papers/doo.htm
Grace-Martin, Michael.(2001)How to design educational multimedia: a “loaded” question. Journal of Educational Multimedia,10(4), 397-410.
Joy, D. Encyclopedia of Educational Technology. Audio: How much is too much? Retrieved March 14, 2004, from http://coe.sdsu.edu/eet/Articles/cognitiveaudio/index.htm
Mayer, R.E. & Moreno, R.(2003). Nine ways to reduce cognitive overload in multimedia learning. Educational Psychologist,38(1),43-52.
University of New South Wales, Australia,(1998,December). Research into cognitive load theory and instructional design at UNSW. Retrieved April 22, 2004, from http://www.education.arts.unsw.edu.au/CLT_NET_Aug_97.html
References
Websites used as examples:
www.cellsalive.com/mitosis.htm
www.spaceflightnow.com/station/stage5a/video/dockanim_qt.html
www.amazing-kids.org/bouncingball.html
www.mnh.si.edu/vikings/start.html
www.renaissanceconnection.org
www.pbs.org/wnet/nature/alienempire/hardware/html
www.pbs.org/wgbh/nova/fish/anatomy.html
www.pbs.org/wnet/nature/alienempire/multimedia/bee.html
www.nickjr.com/home/just_for_me_stories.jhtml
www.zebu.uoregon.edu/animate.html
www.coe.sdsu.edu/eet/Articles/cognitiveaudio/index.html
References