Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52


The three Assumptions about how the mind works in Multimedia Learning are Dual Channelled (visuals and verbals), Limited Capacity (linked to Cognitive Load Theory - working memory has a limited capacity) and Active Processing (there is active cognitive processing in the two channels).


Designers of Multimedia Learning Materials need to consider the possibility of "overloading" the cognition of the user.  The Load reducing methods employed in this research include off-loading, segmenting, pre-training, weeding, signalling, aligning, eliminating redundancy, synchronising and individualising.

Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. [10.1002/acp.1345]. Applied Cognitive Psychology, 21(6), 713-729. 

Learning materials can differ substantially in the extent to which they impose cognitive

load.  Intrinsic CL + Extrinsic CL + Germane Cognitive Load must not exceed the learner's working memory limit.  Instructional effects and design principles that derive from Cognitive Load Theory that were employed in this study include 

the split attention effect

the redundancy effect

the modality effect; and 

the pacing and segmentation effect.

Each of these effects were tested in four controlled experiments (Stop Play, Segments, Narration and Continuous).  The researchers found that the Stop Play group performed better in the high element interactivity questions.  It was also noted by the researchers that these participants were novelists to the Stop Play platform.

Learner control should be integrated into educational animation.  My son, this week, created an animation as the presentation tool.  It was designed so that students could revisit the learning segments at another time; hence learner controlled and cognitive load does not exceed learner's working memory.

DeRosia, E. D. (2008). The effectiveness of nonverbal symbolic signs and metaphors in advertisements: An experimental inquiry. Psychology and Marketing, 25(3), 298-316.


One of the consequences of the interpretation of non-verbal symbolic signs and metaphors can be the formation of non-utilitarian brand beliefs.  DeRosia's research found that although participants with moderate motivation had interpreted the non-verbal elements of the advertisement, their opinion of the brand was of little or no consequence.  



The comprehension of nonverbal symbolic signs and metaphors requires
a minimum level of cognitive effort.  The study found that the ad recipients with low motivation found that the effectiveness of nonverbal symbolic signs in the treated advertisement was low.  Although this study focuses on stimuli that is business based; educators should take these results into consideration when designing learning materials for their students.  In the classroom, there will be students with low, medium and high motivation.  How can a teacher engage all of the class?

Gestalt Theory Chang, D., Dooley, L., & Tuovinen, J. E. (2002). Gestalt theory in visual screen design: a new look at an old subject.


Principle Statement 1: This article discusses and analyses the use of eleven major Laws of Gestalt Theory in a study that redesigns the interface for a computer learning program for nurses. This study found all these laws are relevant to learning objects design and the users of the new design found that their learning benefited. I really like the screen design (Figure 12.1.b) which has employed the Law of Balance and Law of Closure. In my own learning, I have always preferred a main menu or entry point where the choices are displayed and all learning entry points are made available.


Principle Statement 2: The discussions relating to the screen designs and the Laws of Gestalt Theory are quite beneficial and very thorough. Other laws employed together in one design include. The Law of Focal Point (text on one screen and image on another screen) works well together in this context.

Week 7 - Interface Design

A conversation with a Maths teacher about Graphics Calculators triggered this post regarding Interface Design. There are quite a number of brands of this device on the market. The school I am currently working purchases class sets of these devices, however some students do want their own where the interface, and the hardware structure is very different. The school also needs to purchase new class sets. The existing graphic calculator that all the teaching staff are familiar with is no longer available, a new updated model is available with an interface that incorporates a touch screen and icons. There are also Graphic Calculator Apps available too that some students are wanting to bring into the classroom that can be used on computers and iPhones or iPods. The teacher's job in the Maths class will, I guess, include navigating all these different interfaces in the classroom when teaching and learning with graphic calculators.

This link highlights the differences re graphic calculators.

Aura

i interpreted this as "feeling good". Here is a link that, I am sure, appeals to many. My favourite - Christian the Lion.

Aspiration

I featured Whitney Hess' blog in my response to Assignment 2 - This link is where she provides her insight on the term "Aspiration". Below her discussion are other links which are also of interest in terms of aspiration. This TED Talk has Sir Ken Robinson highlighting an importance re people finding their passions.