Annotated Bibliographies for Module 6
Paas, F., & Sweller, J. (2014). Implications of Cognitive Load Theory for Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 27-42). Cambridge: Cambridge University Press.
Paas and Sweller (2014) describe two classes of knowledge. Biologically primary knowledge has resulted from evolution and that we are biologically designed to attain without instruction. Biologically secondary knowledge functions within a culture and must be taught. Cognitive load theory is relative to biologically secondary knowledge and can be explained using five principles.
The information store principle explains that we must store a large amount of information to function and that long-term memory satisfies this requirement. Learning occurs as a result of changes to long-term memory. The borrowing and reorganizing principle states that humans have evolved in a manner that allows us to attain biologically secondary information by copying other people, listening to other people and reading what other people have written. The randomness as genesis principle states that humans naturally understand how to use strategies to randomly test possibilities if no other information is made available. Although this skill is natural, the usefulness for tasks must be instructed. The narrow limits of change principle explains that due to limitations in working memory, changes to the memory store must be small. The environmental organizing and linking principle addresses the relationship between long-term and short-term memory and the actions required for specific circumstances.
Three categories of cognitive load encompass cognitive load theory. Intrinsic load results from the complexity of the biologically secondary information. Extraneous cognitive load occurs when the instructional design results in an excessive amount of element interactivity. Finally, when working memory is able to dedicate its resources to the intrinsic cognitive load without interference from an extraneous cognitive load this is considered a germane cognitive load.
Ayres, P., & Sweller, J. (2014). The Split-Attention Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 206-226). Cambridge: Cambridge University Press.
According to Ayres and Sweller (2014), “Instructional split attention occurs when learners are required to split attention between and mentally integrate several sources of physically or temporally disparate information, where each source of information is essential for understanding the material” (p. 206). For instruction to be effective information should be integrated in order to lessen the extraneous load produced by split-attention materials. Mayer (2001) referred to the positive effects of presenting words and picture close to one another as the spatial contiguity principle (as cited in Ayers & Sweller, 2014).
Chandler and Sweller (1996) demonstrated that fully integrated instructions of a computer application were more effective for learners than actual practice on a computer using a corresponding manual (as cited in Ayers & Sweller, 2014). A more significant effect on the intrinsic cognitive load is created when materials have a considerable amount element interactivity. A split attention effect was only found in Chandler and Sweller’s study when a high level of element interactivity was present.
Temporal separation can also cause split-attention resulting in an extraneous cognitive load. Temporal integration arises when the information that needs to be comprehended is presented at the same time. Mayer (2001) referred to this at the temporal contiguity principle. The positive effects of temporal integration are more prevalent when problem-solving is tested versus retention. Reducing the amount of information presented at one time reduces the stress on working memory, so learners in this situation are more capable of integrating the information themselves. The transient information effect occurs when information disappears before the learn has an opportunity to process it, thus reducing the learning that occurs.
Several methods are suggested for preventing split attention. Directing attention reduces the need for the learner to search for information through the use of color-coding. The use of hypertext can also reduce split attention by providing the learner with the choice to select further information. Educators also must help learners to develop strategies that they can use when presented with materials that are not integrated. Learners who self-manage the integration of information provided perform as well as learners who are presented with integrated materials. The split-attention principle does not apply to every learning situation. This includes instances when materials are low in element interactivity, when the information presented in different forms is redundant, and when addressing more knowledgeable learners.
Paas, F., & Sweller, J. (2014). Implications of Cognitive Load Theory for Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 27-42). Cambridge: Cambridge University Press.
Paas and Sweller (2014) describe two classes of knowledge. Biologically primary knowledge has resulted from evolution and that we are biologically designed to attain without instruction. Biologically secondary knowledge functions within a culture and must be taught. Cognitive load theory is relative to biologically secondary knowledge and can be explained using five principles.
The information store principle explains that we must store a large amount of information to function and that long-term memory satisfies this requirement. Learning occurs as a result of changes to long-term memory. The borrowing and reorganizing principle states that humans have evolved in a manner that allows us to attain biologically secondary information by copying other people, listening to other people and reading what other people have written. The randomness as genesis principle states that humans naturally understand how to use strategies to randomly test possibilities if no other information is made available. Although this skill is natural, the usefulness for tasks must be instructed. The narrow limits of change principle explains that due to limitations in working memory, changes to the memory store must be small. The environmental organizing and linking principle addresses the relationship between long-term and short-term memory and the actions required for specific circumstances.
Three categories of cognitive load encompass cognitive load theory. Intrinsic load results from the complexity of the biologically secondary information. Extraneous cognitive load occurs when the instructional design results in an excessive amount of element interactivity. Finally, when working memory is able to dedicate its resources to the intrinsic cognitive load without interference from an extraneous cognitive load this is considered a germane cognitive load.
Ayres, P., & Sweller, J. (2014). The Split-Attention Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 206-226). Cambridge: Cambridge University Press.
According to Ayres and Sweller (2014), “Instructional split attention occurs when learners are required to split attention between and mentally integrate several sources of physically or temporally disparate information, where each source of information is essential for understanding the material” (p. 206). For instruction to be effective information should be integrated in order to lessen the extraneous load produced by split-attention materials. Mayer (2001) referred to the positive effects of presenting words and picture close to one another as the spatial contiguity principle (as cited in Ayers & Sweller, 2014).
Chandler and Sweller (1996) demonstrated that fully integrated instructions of a computer application were more effective for learners than actual practice on a computer using a corresponding manual (as cited in Ayers & Sweller, 2014). A more significant effect on the intrinsic cognitive load is created when materials have a considerable amount element interactivity. A split attention effect was only found in Chandler and Sweller’s study when a high level of element interactivity was present.
Temporal separation can also cause split-attention resulting in an extraneous cognitive load. Temporal integration arises when the information that needs to be comprehended is presented at the same time. Mayer (2001) referred to this at the temporal contiguity principle. The positive effects of temporal integration are more prevalent when problem-solving is tested versus retention. Reducing the amount of information presented at one time reduces the stress on working memory, so learners in this situation are more capable of integrating the information themselves. The transient information effect occurs when information disappears before the learn has an opportunity to process it, thus reducing the learning that occurs.
Several methods are suggested for preventing split attention. Directing attention reduces the need for the learner to search for information through the use of color-coding. The use of hypertext can also reduce split attention by providing the learner with the choice to select further information. Educators also must help learners to develop strategies that they can use when presented with materials that are not integrated. Learners who self-manage the integration of information provided perform as well as learners who are presented with integrated materials. The split-attention principle does not apply to every learning situation. This includes instances when materials are low in element interactivity, when the information presented in different forms is redundant, and when addressing more knowledgeable learners.