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E19.2174 Cognitive Science and Educational Technology I

E19.2174 Cognitive Science and Educational Technology I. Jan L. Plass, Ruth Schwartz, & Hyuksoon Song, ECT. Overview. Reducing Extraneous Processing Modality Principle Coherence Principle Contiguity Principle Signaling Principle. Interaction Design. Interaction Design.

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E19.2174 Cognitive Science and Educational Technology I

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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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