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Effective Multimedia Learning: Reducing Cognitive Overload through Design Principles

Multimedia learning can be enhanced by adhering to principles aimed at minimizing extraneous cognitive load. Instructional designers face the challenge of creating materials that consider human cognitive processing capabilities. Key principles include Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity, each addressing different aspects of how learners process information. These principles guide the design of educational content by eliminating irrelevant materials and ensuring that essential elements are presented together, thereby facilitating deeper understanding.

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Effective Multimedia Learning: Reducing Cognitive Overload through Design Principles

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  1. PrinciplesforReducingExtraneousProcessing in Multimedia Learning: Garadan Al-Amir Hector Segarra

  2. A majorchallengeforInstructionalDesigners • Istocreateinstructionalmessagesthat are sensitivetothecaracteristics of thehumaninformation- processingsystem, so thattheamount of processingrequired in eachchannel of workingmemorydoesnotexceedthelearner’scognitivecapacity.

  3. ExtraneousOverload • Occurswhentheamount of cognitive processing requieredbytheessential and extraneous material in a multimedia instructionalmessageexceedsthelearner’scognitivecapacity.

  4. Thefive multimedia designmethodsintendedtominimizeextraneousoverload are: • Coherence • Signaling • Redundancy • SpatialContiguity • Temporal ContiguityPrinciples

  5. The CoherencePrinciple • Statesthat: • Peoplelearn more deeplyfrom a mutimediamessagewhenextraneous material isexcludedratherthanincluded.

  6. CoherenceTechniques • Toeliminatewords, pictures, and soundsthat are notrelevanttotheinstructionalgoal.

  7. The SignalingPrinciple • Statesthat • Peoplelearn more deeplyfrom multimedia messageswhencues are addedthathiglighttheorganization of theessential material.

  8. SignalingTechniques • Insertcuesthatdirectthelearnerattentiontowardtheessential material.

  9. The RedundancyPrinciple • Statesthat: • Peoplelearn more deeplyfromgraphics and narrationthanfromgraphics, narration, and on screen text. • Accordingtotheredundancyprinciple, studentswilllearn more deeplyfromthenonredundantpresentationthantheredundantpresentationbecausetheredundantpresentation requiere more extraneous processing.

  10. WiththeCoherence and Redundancyprinciple, theextraneous material iseliminated. • Withthesignaling and spatialcontiguityprinciple ,typographic and linguisticcuesdrawlearners’ attentiontotheessential material. • With temporal contiguity, theneedfor holding material in workingmemoryfor extended periodsiseliminated.

  11. The SpatialContuguityPrinciple • Statesthat: • Peoplelearn more deeplyfrom a multimedia messagewhencorrespondingwords and picture are presentednearratherthanfarfromeachother on the page screen.

  12. The Temporal ContiguityPrinciple • Statesthat: • Peoplelearn more deeplyfrom a multimedia messagewhencorrespondinganimation and narration are presentedsimultaneouslyratherthansuccessively.

  13. The Split-AttentionPrinciple • Statesthat: • Refersto “avoidingformatsthatrequirelearnerstosplittheirattentionbetween, and mentallyintegrate, multiplesources of information”

  14. The Split- AttentionPrinciple (Cont.) • Referstotheneedtointegrate material from disparate sources, whichis a broader concept than temporal contiguity.

  15. Questions • 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 2nd Ed.) • 4) What does split- attention refers to? • 5) What was the research reviewed in this chapter?

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

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