EDT 8210 - Applied Psychological Theory for Digital Learning
![Objective - Target Image](/uploads/7/0/1/9/70199053/editor/objective_2.jpg?1507764974)
1. Learning Objectives
Upon completion of this workshop, you should be able to perform the following:
1. List the three functions of human cognitive architecture that form the basis of cognitive load theory.
2. Name the three parts of refutation text.
3. Describe the dual channel assumption as it relates to the cognitive theory of multimedia learning (CTML).
4. Explain how the use of signaling in multimedia presentations reduce extraneous load.
Upon completion of this workshop, you should be able to perform the following:
1. List the three functions of human cognitive architecture that form the basis of cognitive load theory.
2. Name the three parts of refutation text.
3. Describe the dual channel assumption as it relates to the cognitive theory of multimedia learning (CTML).
4. Explain how the use of signaling in multimedia presentations reduce extraneous load.
![Cognitive Load Digital Representation](/uploads/7/0/1/9/70199053/editor/1-nzsnsunxe-o2yw1ybboova.jpeg?1507764993)
2. Description of Cognitive Load Theory
The Cognitive Load Theory is an instructional theory based on human cognitive architecture and the limits of working memory (Mayer, 2014). Human cognitive architecture consists of three related functions: working memory, long term memory, and schema (Mayer, 2014). Working memory is extremely limited in it's ability to only process between 5 and 7 pieces of new information at one time (Mayer, 2014). Long term memory serves as a knowledge base of information acquired over a lifetime (Mayer, 2014). Schemas organize new information for storage in long term memory, and combine information from long term memory to help construct new knowledge in working memory to help organize and categorize new knowledge (Mayer, 2014).
There are three categories of cognitive load that present a challenge to the human cognitive architecture are: Intrinsic, Extraneous, and Germaine (Mayer, 2014). Intrinsic load involves elements essential to a task that are processed simultaneously and interactively (Mayer, 2014). Extraneous cognitive load is caused by interacting elements of a multimedia presentation (Mayer, 2014). The goal for instructional designers is to reduce the amount of extraneous cognitive load by avoiding unnecessary interacting elements or designs (Mayer, 2014). Germane cognitive load, known as effective load, involves focusing memory resources on intrinsic over extraneous load to increase germane load key to facilitate learning (Mayer, 2014).
The Cognitive Load Theory is an instructional theory based on human cognitive architecture and the limits of working memory (Mayer, 2014). Human cognitive architecture consists of three related functions: working memory, long term memory, and schema (Mayer, 2014). Working memory is extremely limited in it's ability to only process between 5 and 7 pieces of new information at one time (Mayer, 2014). Long term memory serves as a knowledge base of information acquired over a lifetime (Mayer, 2014). Schemas organize new information for storage in long term memory, and combine information from long term memory to help construct new knowledge in working memory to help organize and categorize new knowledge (Mayer, 2014).
There are three categories of cognitive load that present a challenge to the human cognitive architecture are: Intrinsic, Extraneous, and Germaine (Mayer, 2014). Intrinsic load involves elements essential to a task that are processed simultaneously and interactively (Mayer, 2014). Extraneous cognitive load is caused by interacting elements of a multimedia presentation (Mayer, 2014). The goal for instructional designers is to reduce the amount of extraneous cognitive load by avoiding unnecessary interacting elements or designs (Mayer, 2014). Germane cognitive load, known as effective load, involves focusing memory resources on intrinsic over extraneous load to increase germane load key to facilitate learning (Mayer, 2014).
![Multimedia Word Image](/uploads/7/0/1/9/70199053/editor/fotolia-38088669-subscription-monthly-xxl.jpg?1507765004)
3. Description of Cognitive Theory of Multimedia Learning
The cognitive theory of multimedia learning, or CTML, expands on the cognitive load theory with the goal of effective learning by the careful selection and presentation of words and images (Mayer, 2014). Characteristics of the cognitive theory of multimedia learning is based on three cognitive science learning assumptions: The first is Information processing that involves separate or dual channels for visual and auditory processing, also known as the dual channel assumption (Mayer, 2014). Second are the limits of how the dual channels process information at one time, referred to as the limited capacity assumption (Mayer, 2014). Finally, active processing which requires coordination of cognitive processes while engaged in active learning, organizing this information to make it coherent, and integration of the information with previous knowledge (Mayer, 2014). This is referred to as the active processing assumption (Mayer, 2014).
The cognitive theory of multimedia learning, or CTML, expands on the cognitive load theory with the goal of effective learning by the careful selection and presentation of words and images (Mayer, 2014). Characteristics of the cognitive theory of multimedia learning is based on three cognitive science learning assumptions: The first is Information processing that involves separate or dual channels for visual and auditory processing, also known as the dual channel assumption (Mayer, 2014). Second are the limits of how the dual channels process information at one time, referred to as the limited capacity assumption (Mayer, 2014). Finally, active processing which requires coordination of cognitive processes while engaged in active learning, organizing this information to make it coherent, and integration of the information with previous knowledge (Mayer, 2014). This is referred to as the active processing assumption (Mayer, 2014).
![Woman Overloaded at Computer](/uploads/7/0/1/9/70199053/editor/exhasuted-woman-with-headache-at-computer.jpg?1507765017)
4. Extraneous Load Reducing Design Principles
Extraneous overload is a condition that occurs when essential cognitive processing, or the processing needed to understand the essential material or the key takeaways in a multimedia lesson, and extraneous cognitive processing, or the processing necessary to digest, process, and filter a confusing layout in a multimedia lesson becomes overloaded and exceed the learner’s cognitive capacity (Mayer, 2014). This overload condition has a direct impact on the learner’s ability to absorb or fully focus on the lesson content (Mayer, 2014). There are research proven principles that can be incorporated in multimedia design that help reduce extraneous overload: Signaling, Spatial Contiguity, and Temporal Contiguity (Mayer, 2014).
Extraneous overload is a condition that occurs when essential cognitive processing, or the processing needed to understand the essential material or the key takeaways in a multimedia lesson, and extraneous cognitive processing, or the processing necessary to digest, process, and filter a confusing layout in a multimedia lesson becomes overloaded and exceed the learner’s cognitive capacity (Mayer, 2014). This overload condition has a direct impact on the learner’s ability to absorb or fully focus on the lesson content (Mayer, 2014). There are research proven principles that can be incorporated in multimedia design that help reduce extraneous overload: Signaling, Spatial Contiguity, and Temporal Contiguity (Mayer, 2014).
![Signaling Example](/uploads/7/0/1/9/70199053/editor/2017-10-11-20-05-28.jpg?1507767826)
Signaling
The signaling principle prescribes that people learn more from a multimedia message when cues are added directing their attention to essential information (Mayer, 2014). Signaling grabs and cues the learner’s attention, while reducing the visual or auditory search for information (Mayer, 2014). Signaling helps select important features of an image by directing the learners eye to key content to reduce extraneous load, as illustrated below (Mayer, 2014).
The signaling principle prescribes that people learn more from a multimedia message when cues are added directing their attention to essential information (Mayer, 2014). Signaling grabs and cues the learner’s attention, while reducing the visual or auditory search for information (Mayer, 2014). Signaling helps select important features of an image by directing the learners eye to key content to reduce extraneous load, as illustrated below (Mayer, 2014).
![Spatial Contiguity Example](/uploads/7/0/1/9/70199053/published/2017-10-11-20-06-42.jpg?1507845045)
Spatial Contiguity
The spatial contiguity principle promotes deeper learning by the placement of images and relevant information near versus far from one another (Mayer, 2014). Poor spatial contiguity, as illustrated below, impacts both essential and extraneous processing by forcing the reader to keep key features in working memory through frequent back and forth scanning (Mayer, 2014). Proper spatial contiguity multimedia design reduces processing load through minimized visual searching (Mayer, 2014).
The spatial contiguity principle promotes deeper learning by the placement of images and relevant information near versus far from one another (Mayer, 2014). Poor spatial contiguity, as illustrated below, impacts both essential and extraneous processing by forcing the reader to keep key features in working memory through frequent back and forth scanning (Mayer, 2014). Proper spatial contiguity multimedia design reduces processing load through minimized visual searching (Mayer, 2014).
![Temporal Contiguity Example](/uploads/7/0/1/9/70199053/published/2017-10-11-20-07-27.jpg?1507849333)
Temporal Contiguity
The temporal contiguity principle refers to the sequencing, or timing of text and images. Poor temporal contiguity occurs when text is presented on a slide or page before or after the image is provided, or vice versa (Mayer, 2014).
Proper temporal contiguity, illustrated above, reduces extraneous overload caused by essential processing combined with representable holding, or holding information in memory and applying it at a later time (Mayer, 2014). Simultaneous presentation allows the learner to build a direct relationship to the image from the written text, eliminating the need to retain representations in working memory (Mayer, 2014).
The temporal contiguity principle refers to the sequencing, or timing of text and images. Poor temporal contiguity occurs when text is presented on a slide or page before or after the image is provided, or vice versa (Mayer, 2014).
Proper temporal contiguity, illustrated above, reduces extraneous overload caused by essential processing combined with representable holding, or holding information in memory and applying it at a later time (Mayer, 2014). Simultaneous presentation allows the learner to build a direct relationship to the image from the written text, eliminating the need to retain representations in working memory (Mayer, 2014).
![Refutation Text Example](/uploads/7/0/1/9/70199053/published/2017-10-11-20-08-12.jpg?1507849739)
Refutation Text
Refutation text is a text structure that challenges a learner’s previously held beliefs about a subject, and is a method that facilitates conceptual change (Tippett, 2010). Conceptual change describes learning as an interaction between a learner’s past experiences, current or existing knowledge, and the conception or acceptance of newly acquired knowledge (Tippett, 2010).
Refutation text contains three distinct components (Tippett, 2010), illustrated in the example above. First, refutation text begins with a potential misconception of a previously written or stated fact (Tippett, 2010). The second part is called a refutation cue, or statement that the misconception is incorrect (Tippett, 2010). Third, a revised or updated explanation is presented to aid in refuting the misconception (Tippett, 2010).
Refutation text is a text structure that challenges a learner’s previously held beliefs about a subject, and is a method that facilitates conceptual change (Tippett, 2010). Conceptual change describes learning as an interaction between a learner’s past experiences, current or existing knowledge, and the conception or acceptance of newly acquired knowledge (Tippett, 2010).
Refutation text contains three distinct components (Tippett, 2010), illustrated in the example above. First, refutation text begins with a potential misconception of a previously written or stated fact (Tippett, 2010). The second part is called a refutation cue, or statement that the misconception is incorrect (Tippett, 2010). Third, a revised or updated explanation is presented to aid in refuting the misconception (Tippett, 2010).
5. YouTube Instructional Video
Watch the YouTube instructional video below learn more about the cognitive theories and view examples of load reducing principles described in this workshop:
Watch the YouTube instructional video below learn more about the cognitive theories and view examples of load reducing principles described in this workshop:
![G-Y-R Laptop Key Thumbs](/uploads/7/0/1/9/70199053/published/it-health-assessment.jpg?1507765030)
6. Assessment
Apply your knowledge of cognitive theory and load reducing principles by taking the quiz below:
Apply your knowledge of cognitive theory and load reducing principles by taking the quiz below:
Thank you for taking the time to visit this workshop! If you have questions regarding it's content, please email the instructor: [email protected]
References
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). New York: Cambridge University Press.
Tippett, C. D. (2010). Refutation text in science education: A review of two decades of research. International Journal of Science and Mathematics Education, 8, 951-970.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). New York: Cambridge University Press.
Tippett, C. D. (2010). Refutation text in science education: A review of two decades of research. International Journal of Science and Mathematics Education, 8, 951-970.