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Enhancing Learning Through Extraneous Load Reduction Principles

Explore how cognitive processes are influenced by principles such as Modality, Coherence, Contiguity, and Signaling. Learn their definitions, research support, examples, and application in educational technology to improve learning efficiency.

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Enhancing Learning Through Extraneous Load Reduction Principles

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  1. E19.2174 Cognitive Science and Educational Technology I • Jan L. Plass, Ruth Schwartz, & Hyuksoon Song, ECT

  2. Overview • Reducing Extraneous Processing • Modality Principle • Coherence Principle • Contiguity Principle • Signaling Principle

  3. Interaction Design

  4. Interaction Design Club Marian • Maid Marian

  5. Interaction Design

  6. Class Activity • Extraneous Processing (60 min.) • Working in groups of 3-4, prepare a presentation of one of the extraneous load-reducing principles: • Define the principle and list research supporting it, • Describe the cognitive processes on which the principle is based (use CL Theory to describe how cognitive load is affected), • Find an example of an application or violation of the principle, • Prepare a materials in which you demonstrate either the application or violation of the principle in your own presentation. • Groups • 1–modality, 2–coherence, 3–contiguity, 4–signaling

  7. Reducing Extraneous Processing • Modality Principle

  8. Reducing Extraneous Processing • Modality Principle • Definition • For animations, narration is more effective than on-screen text IF it is essential for understanding • Rationale: off-load information from visual to auditory channel • Research Support • Mayer & Moreno, 1998; Moreno & Mayer, 1999, Moreno, Mayer, Spires, & Lester, 2001; Brünken, Steinbacher, Plass, & Leutner, 2002; Brünken, Plass, & Leutner, 2004 (review: Low & Sweller, 2005) • Example • WISE-MD Modules for Surgery Education (NYU)– http://wise-md.med.nyu.edu/

  9. Reducing Extraneous Processing • Modality Principle WISE-MD Modules for Surgery Education (NYU)– http://wise-md.med.nyu.edu/

  10. Reducing Extraneous Processing • Coherence Principle

  11. Reducing Extraneous Processing • Coherence Principle • Definition • Exclude rather than include extraneous material in a multimedia presentation • Research Support • Mayer et al., 1996; Harp & Mayer, 1997, 1998; Moreno & Mayer, 2000, Mayer et al., 2001 (Review: Mayer, 2005) • Example • Virtual Knee Surgery Site– http://edheads.org/activities/knee/

  12. Reducing Extraneous Processing • Contiguity Principle

  13. Reducing Extraneous Processing • Contiguity Principle (spatial, temporal) • Definition • corresponding information should be presented near one another in time (temporal) and space (spatial contiguity) • Research Support • Mayer, 1989; Sweller et al., 1990; Chandler & Sweller, 1991; Mayer at al., 1995; Tindall-Ford et al., 1997; Moreno & Mayer, 1999 (Review: Mayer, 2005) • Example • How the heart works - NHLBI–http://www.nhlbi.nih.gov/health/dci/Diseases/hhw/hhw_pumping.html

  14. Reducing Extraneous Processing • Signaling Principle

  15. Reducing Extraneous Processing • Signaling Principle • Definition • Add cues to highlight the organization of the essential material • Research Support • Harp & Mayer, 1998; Mautone & Mayer, 2001; de Koning, Tabbers, Rikers, & Paas, 2007; Lowe, 2003 (Review: Mayer, 2005) • Example • BBC Science and Nature: Human Body & Mind–http://www.bbc.co.uk/science/humanbody/body/

  16. Reducing Extraneous Processing • Signaling Principle BBC Science and Nature–http://www.bbc.co.uk/science/humanbody/body/

  17. Reducing Extraneous Processing • Signaling Principle 3D Brain Anatomy (PBS)– http://www.pbs.org/wnet/brain/3d/

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