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A critique and analysis of Multimodal Learning Environment: BrainPOP Math (Angles). Katelyn Casey EDU672 . Summary of BrainPOP Math (Angles). BrainPOP offers a variety of activities for learning about angles at this website: Click here!
The activities support fourth grade math Common Core Standard 4.MD.5: Geometric Measurement: understand concepts of angles and measure angles, shown below:
The video explains that an angle is formed when two rays share a common endpoint, known as the vertex.
The activity does not offer feedback for learners.
Moreno and Mayer support the use of interactive, multimodal learning environments. This MmLE was strictly non interactive. Without any direction throughout the lesson via pedagogical agents, students miss out on valuable feedback and the opportunity to reflect on what they’re learning. As the lesson is continuous, students are also forced to think according to the pace of the lesson and not their own ability.
With that being said…
”…The limited capacity assumption (c) suggests that the free exploration of a complex multimodal environment may generate a heavy cognitive load that is detrimental to learning, especially for novice learners, who according to CATLM’s assumption (d), lack sufficient background knowledge to guide their meaning-making process” (Moreno & Mayer, 2007, p. 318)
“By the time that the learner selects relevant words and images from one segment of the presentation, the next segment begins, thereby cutting short the time needed for deeper processing” (Moreno & Mayer, 2007, p. 319)
…BrainPOP Math: Angles is not a very well-designed MmLE
according to the guidelines presented by Moreno and Mayer.
Students learn better when the MmLE utilizes guided activities, reflection, feedback, pacing, and pretraining (Moreno & Mayer, 2007, p. 316).
Although we cannot say that students may not learn from this MmLE, incorporating the advice of Moreno and Mayer may provide a learning environment that manages essential processing and fosters generative processing in order to construct a meaningful learning experience.
“… We introduce a set of instructional design principles aimed at optimizing learning by reducing extraneous processing and representational holding so that the learner’s available cognitive resources can be used to engage in essential and generative processing activities” (Moreno & Mayer, 2007, p. 315).