Cognitive Overload in Multimedia Learning
Definition of Multimedia Learning:
Learning from words and pictures
Definition of Multimedia Instruction:
Presenting words and pictures that are intended to foster learning
Definition of Meaningful Learning:
Deep understanding of the material, which includes attending to important aspects of the presented material, mentally organizing it into a coherent cognitive structure, and integrating it with relevant existing knowledge.
Implication of Meaningful Learning:
Meaningful learning is reflected in the ability to apply what was taught to new situations, so we measure learning outcomes by using problem-solving transfer tests (Mayer & Wittrock, 1996).
In addition to asking whether learners can recall what was presented in a lesson (i.e., retention test), we also ask them to solve novel problems using the presented material (i.e., transfer test).
Three Assumptions about How the Mind Works in Multimedia Learning
Dual channel:
Humans possess separate information processing channels for verbal and visual material
Limited capacity:
There is only a limited amount of processing capacity available in the verbal and visual channels.
Active processing:
Learning requires substantial cognitive processing in the verbal and visual channels.
Cognitive Demands:
Processing demands evoked by the learning task may exceed the processing capacity of the cognitive system.
Three kinds of Cognitive Demands:
Essential processing, incidental processing and representational holding.
Essential processing:
Cognitive processes that are required for making sense of the presented material.
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Aimed at making sense of the presented material including selecting, organizing and integrating words and selecting, organizing, and integrating images.
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E.g: in a narrated animation presented at a fast pace and consisting of unfamiliar material, essential processing involves using a great deal of cognitive capacity in selecting, organizing and integrating the words and images.
Incidental processing:
Cognitive processes that are not required for making sense of the presented material but are primed by the design of the learning task.
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Aimed at nonessential aspects of the presented material.
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E.g: adding background music to a narrated animation may increase the amount of incidental processing to the extent that the learner devotes some cognitive capacity to processing the music.
Representational holding:
Cognitive processes aimed at holding a mental representation in working memory over a period time.
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Aimed at holding verbal or visual representations in working memory.
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E.g: suppose that an illustration is presented in one window and a verbal description of it is presented in another window, but only one window can appear on the screen at one time.
In this case, the learner must hold a representation of the illustration in working memory while reading the verbal description or must hold a representation of the verbal information in working memory while viewing the illustration.
Load-Reduction Methods for Five Overload Scenarios in Multimedia Instruction
Type of Overload Scenario:
Essential processing in visual channel > cognitive capacity of visual channel
Load-Reducing Method
Off-loading: Move some essential processing from visual channel to auditory channel
Description of Research Effect:
Modality effect: Better transfer when words are presented as narration rather than as on-screen text.
Type of Overload Scenario:
Essential processing (in both channels) > cognitive capacity
Load-Reducing Method
Segmenting: Allow time between successive bite-size segments.
Pretraining: Provide pre-training in names and characteristics of components.
Description of Research Effect:
Segmentation effect:Better transfer when lesson is presented in learner-controlled segments rather than as continuous unit.
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Pre-training effect: Better transfer when students know names and behaviors of system components.
Type of Overload Scenario:
Essential processing + incidental processing (caused by extraneous material) > cognitive capacity.
Load-Reducing Method
Weeding: Eliminate interesting but extraneous material to reduce processing of extraneous material.
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Signaling: Provide cues for how to process the material to reduce processing of extraneous material.
Description of Research Effect:
Coherence effect: Better transfer when extraneous material is excluded.
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Signaling effect: Better transfer when signals are included.
Type of Overload Scenario:
Essential processing + incidental processing (caused by confusing presentation ) > cognitive capacity
Load-Reducing Method
Aligning: Place printed words near corresponding parts of graphics to reduce need for visual scanning.
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Eliminating redundancy: Avoid presenting identical streams of printed and spoken words.
Description of Research Effect:
Spatial contiguity effect: Better transfer when printed words are placed near corresponding parts of graphics.
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Redundancy effect: Better transfer when words are presented as narration rather narration and on-screen text.
Type of Overload Scenario:
Essential processing +representational holding > cognitive capacity
Load-Reducing Method
Synchronizing: Present narration and corresponding animation simultaneously to minimize need to hold representations in memory.
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Individualizing: Make sure learners possess skill at holding mental representations.
Description of Research Effect:
Temporal contiguity effect: Better transfer when corresponding animation are presented simultaneously rather than successively.
Spatial ability effect: High spatial learners benefit more from well-designed instruction than do low spatial learners.
Resource: Mayer, R. E., Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1),43-52