1. Garadan Al-Amir Hector Segarra

2.  Is to create instructional messages that are sensitive to the caracteristics of the human information- processing system, so that the amount of processing required in each channel of working memory does not exceed the learner’s cognitive capacity.

3.  Occurs when the amount of cognitive processing requiered by the essential and extraneous material in a multimedia instructional message exceeds the learner’s cognitive capacity.

4.  Coherence  Signaling  Redundancy  Spatial Contiguity  Temporal Contiguity Principles

5.  States that:  People learn more deeply from a mutimedia message when extraneous material is excluded rather than included.

6.  To eliminate words, pictures, and sounds that are not relevant to the instructional goal.

7.  States that  People learn more deeply from multimedia messages when cues are added that higlight the organization of the essential material.

8.  Insert cues that direct the learner attention toward the essential material.

9.  States that:  People learn more deeply from graphics and narration than from graphics, narration, and on screen text.  According to the redundancy principle, students will learn more deeply from the nonredundant presentation than the redundant presentation because the redundant presentation requiere more extraneous processing.

10.  With the Coherence and Redundancy principle, the extraneous material is eliminated.  With the signaling and spatial contiguity principle,typographic and linguistic cues draw learners’ attention to the essential material.  With temporal contiguity, the need for holding material in working memory for extended periods is eliminated.

11.  States that:  People learn more deeply from a multimedia message when corresponding words and picture are presented near rather than far from each other on the page screen.

12.  States that:  People learn more deeply from a multimedia message when corresponding animation and narration are presented simultaneously rather than successively.

13.  States that:  Refers to “avoiding formats that require learners to split their attention between, and mentally integrate, multiple sources of information”

14.  Refers to the need to integrate material from disparate sources, which is a broader concept than temporal contiguity.

15.  1) Name and describe the five multimedia design methods to minimize extraneous overload.  2) What is the major challenge for an instructional designer?  3) There is strong and consistent evidence of the coherence principle that states: “People learn more deeply from a multimedia message when extraneous material is excluded rather than included”. Why you think this is the case? (Mayer, 2009, Multimedia Learning 2 nd Ed.)  4) What does split- attention refers to?  5) What was the research reviewed in this chapter?

16.  Mayer, (2009). Multimedia Learning 2 nd Ed.