Presentation of Chapters 5 & 6 Applying the Modality Principle (ch. 5) Applying the Redundancy Principle (ch. 6) October 27, 2005 Professor Paul Kim By.

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Presentation of Chapters 5 & 6 Applying the Modality Principle (ch. 5) Applying the Redundancy Principle (ch. 6) October 27, 2005 Professor Paul Kim By Piya Sorcar

Chapt 5: Modality Principle Incoming Information (spoken words & pictures) Cognitive Channels SPOKEN WORDS PICTURES Auditory/Verbal Channel Visual/Pictorial Channel Incoming Information (printed text & pictures) Cognitive Channels PRINTED TEXT PICTURES Visual Channel SITUATION 1: SITUATION 2:

Cognitive Overload of Visual and Pictorial Channel  When your brain is forced to simultaneously process graphics and printed text  Eyes are focused on printed text – less attention is given to pictures and animation  People have separate information processing channels for visual/pictorial processing and for auditory/verbal processing – capacity for each channel is limited (competition fore limited visual attention) Chapt 5: Modality Principle Prevent Cognitive Overload of Visual and Pictorial Channel  When presenting pictures and text – use spoken words (instead of written text) as a way of reducing the demands placed on visual processing

Information Delivery Theory  Learning consists of receiving information  Three ways of delivering the same information is better than two, especially if one or two of the routes does not work well for some learners  Students learn more DEEPLY from multimedia presentations when redundant onscreen text is included rather than excluded Cognitive Theory  All people have separate channels for processing verbal and pictorial material  Each channel is LIMITED in the amount of processing it can handle during a single instance  Learners actively attempt to build pictorial and verbal models from the presented material and build connections between the them Ch. 6: Applying the Redundancy Principle

When to use redundant on-screen text in e-learning?  No Pictorial Presentation (absence of animation, video, photos, graphics etc.)  The learner has ample time to process pictorial presentation  No time limit or enough time to process pictures  Learner must exert much cognitive effort to understand/comprehend either written text or spoken text INDEPENDENTLY  Non-native English learners  Learning Disabilities  Verbal material is long and/or complex in nature Ch. 6: Applying the Redundancy Principle