Cognitive Science “Instructional media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that.

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Presentation transcript:

Cognitive Science “Instructional media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition." (Clark, 1983, p. 445) Introduction

Cognitive Science Overview Cognitive Theory of Multimedia Learning Application to the Design of Multimedia Instruction Next Week Design Principles for Multimedia

Cognitive Science Information Processing

Cognitive Science Delivery Medium Presentation Mode Sensory Modality Multimedia Learning

Cognitive Science Delivery Medium System used to present instruction (e.g., book-based, computer-based) Presentation Mode Format used to represent the instruction (e.g., words, pictures) Sensory Modality Information processing channel used by learner (e.g., acoustic, visual) Multimedia Learning

Scenario Cognitive Science Class Discussion What does the multimedia effect predict? Discuss its implication for the design of multimedia learning environments. Consider: -the type of learning fostered -the learning outcomes achieved -the modalities/presentation modes used Report a summary of your thoughts to the class.

Cognitive Science Metaphors Multimedia Learning as Information Acquisition Multimedia Learning as Knowledge Construction What are the implications of each metaphor for the design of multimedia instruction? Multimedia Learning

Cognitive Science Multimedia Learning as Information Acquisition Teacher: Information provider Learner: Passive recipient Content: Information Goal: Add information to memory Multimedia: Delivery vehicle Multimedia Learning

Cognitive Science Multimedia Learning as Knowledge Construction Teacher: Cognitive Guide Learner: Active sense maker Content: Knowledge Goal: Building coherent mental structure Multimedia: Provide cognitive guidance Multimedia Learning

Cognitive Science Desired Learning Outcomes Remembering (Retention) Understanding (Transfer) Multimedia Learning

Cognitive Science Active Learning Multimedia Learning Cognitive Activity LOWHIGH LOW ?? HIGH ?? Behavioral Activity

Cognitive Science Active Learning Multimedia Learning Cognitive Activity LOWHIGH LOWDoes not foster meaningful learning Fosters meaningful learning HIGHDoes not foster meaningful learning Fosters meaningful learning Behavioral Activity

Cognitive Science Assumptions Dual Channels (Dual Coding, Paivio, 1986, Baddeley, 1992 ) Limited Capacity (Cognitive Load, Sweller, 1999; Baddeley, 1992 ) Active Processing ( Wittrock, 1989 ) Cogn. Theory of Multimedia Learning

Cognitive Science Generative Theory of MM Learning Mayer (1997) Referential Connections Visual Model (Coherent Visual Mental Representation) Verbal Model (Coherent Verbal Mental Representation) Image Base (Visual representation) Visual Information Text Base (Verbal representation) Verbal Information Select ImagesSelect Words Organize Images Organize Words Prior Knowledge Integrate

Cognitive Science Cognitive Theory of Multimedia Learning Select Images Select Words Organize Images Organize Words Sounds Images Integrate Verbal Model (Verbal Mental Representation) Pictures Words Multimedia Presentation Ears Eyes Sensory Memory Pictorial Model (Visual Mental Representation) Sensory Memory Prior Knowledge Working Memory

Cognitive Science Select relevant information from what is presented -words -> text base (propositional representation) in WM -images -> image base (pictorial representation) in WM Multimedia Learning

Cognitive Science Organize the pieces of information into a coherent mental representation -text base -> verbal mental model -image base -> visual mental model -Associative processing: Associations within visual and within verbal system Multimedia Learning

Cognitive Science Integrate the newly constructed representation with others -Build referential connections between the two representations -Integrate with mental model Multimedia Learning

Cognitive Science Media Effects Is one medium better than another? Multimedia Effects Is multimedia instruction effective? Single vs. multiple representations Interaction Effects For whom is multimedia effective? (Mayer, 1997) Multimedia Learning

Cognitive Science Multimedia Effect

Scenario Cognitive Science Group Activity How can the Cognitive Theory of Multimedia Learning be used to inform the design of effective multimedia instruction? Use your own example or one of these scenarios for your answer I mprove freshmen students’ Arabic vocabulary and to support the process of reading a text in Arabic. Introduce medical students to human anatomy. Train experienced pilots on the instruments of a new type of airplane. Introduction to the history of the American civil war for college students. Teach college students about molecular structures in organic chemistry.