How to Present So They Will Remember:Neuroscience Meets Cognitive Load Theory
Robin Altice, M.Ed, PMP, [email protected]: 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?
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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).
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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.
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