Annotated Bibliographies for Module 8
Kalyuga, S. (2014). The expertise reversal principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 576-597). New York: Cambridge University Press
This chapter discusses the expertise reversal principle in multimedia learning. As research into multimedia learning has increased differences in what types of media benefit novice learners as opposed to knowledgeable learners have been identified. These differences have been related to the redundancy principle which indicates that information that is helpful to new learners may become redundant to leaners who are well-informed about the subject matter. Research has demonstrated that the extent of a leaner’s prior knowledge impacts the applicability of multi-media principles. The use of graphics with text has been demonstrated to be a highly effective strategy for learners with little prior knowledge, but inconsequential to learners with high levels of prior knowledge.
Research findings have further indicated that the multimedia principles that benefit novice learners may in fact hinder the learning of more knowledgeable learners when considering complex tasks. Explicit instruction has been demonstrated to benefit learners with minimal practice in a subject area, while learners with more practice in said subject area require less guidance. Research has also indicated that leaners with minimal levels of prior knowledge benefit from studying elements of a concept in isolation, while learners with higher levels of prior knowledge benefited from more integrated models. Additionally, low level learners receive more benefits from static diagrams, while higher level learners receive more benefits from animated diagrams. The expertise reversal principle is evident in learning activities that necessitate a high intrinsic cognitive load.
Prior knowledge has been demonstrated to be the most essential component in determining the performance level of leaners across subject areas. When learners have schemata in long-term memory that can be brought into short-term memory to facilitate the learning of new information cognitive load is reduced. The need for leaners with sufficient prior knowledge to process redundant materials included in multimedia learning may then result in an excess cognitive load. Therefore, it is imperative that instruction be personalized to the learner based on their level of prior knowledge and that multimedia designs be adaptive to the learner.
Wiley, J., Sanchez, C. A., & Jaeger, A. J. (2014). The individual differences in working memory capacity principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 5988-619). New York: Cambridge University Press.
Working memory is a short-term area of storage where new information is received from sensory memory and must be effectively processed in order to be stored in long-term memory. The capacity of working memory is limited and providing a learner with more information than can be managed by working memory can hinder learning. Individuals differ in their abilities to effectively utilize the capacity of their working memory. An individual’s ability to comprehend text has been demonstrated to correlate to their working memory capabilities.
Multimedia learning places multiple demands on a learner’s attentional processes. Details that are superfluous to the objective of the lesson, while interesting, take advantage of working memory capacity and as a result may decrease understanding of the instructional material. This is more evident with learners with lower working memory functioning. Learners with higher working memory functioning can ignore information that is irrelevant to the objective of the lesson. Additionally, presentations that require scrolling have a more significant negative impact on learners with lower levels of working memory functioning. These learners benefit from information presented in individual pages. The ability of learners to control and focus their attention is directly related to their ability to integrate information presented in multimedia presentations. Chunking and simplifying information within the presentation can help to manage the attentional processes of the learner. This is most applicable to leaners with low-level working memory capacities and may negatively impact learners with higher working memory capacities. When designing multimedia presentations, designers must be aware of the need to support the abilities of learners with low-level working memory capacities. Additional aids to focus the attention of these learners may be required.
Kalyuga, S. (2014). The expertise reversal principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 576-597). New York: Cambridge University Press
This chapter discusses the expertise reversal principle in multimedia learning. As research into multimedia learning has increased differences in what types of media benefit novice learners as opposed to knowledgeable learners have been identified. These differences have been related to the redundancy principle which indicates that information that is helpful to new learners may become redundant to leaners who are well-informed about the subject matter. Research has demonstrated that the extent of a leaner’s prior knowledge impacts the applicability of multi-media principles. The use of graphics with text has been demonstrated to be a highly effective strategy for learners with little prior knowledge, but inconsequential to learners with high levels of prior knowledge.
Research findings have further indicated that the multimedia principles that benefit novice learners may in fact hinder the learning of more knowledgeable learners when considering complex tasks. Explicit instruction has been demonstrated to benefit learners with minimal practice in a subject area, while learners with more practice in said subject area require less guidance. Research has also indicated that leaners with minimal levels of prior knowledge benefit from studying elements of a concept in isolation, while learners with higher levels of prior knowledge benefited from more integrated models. Additionally, low level learners receive more benefits from static diagrams, while higher level learners receive more benefits from animated diagrams. The expertise reversal principle is evident in learning activities that necessitate a high intrinsic cognitive load.
Prior knowledge has been demonstrated to be the most essential component in determining the performance level of leaners across subject areas. When learners have schemata in long-term memory that can be brought into short-term memory to facilitate the learning of new information cognitive load is reduced. The need for leaners with sufficient prior knowledge to process redundant materials included in multimedia learning may then result in an excess cognitive load. Therefore, it is imperative that instruction be personalized to the learner based on their level of prior knowledge and that multimedia designs be adaptive to the learner.
Wiley, J., Sanchez, C. A., & Jaeger, A. J. (2014). The individual differences in working memory capacity principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 5988-619). New York: Cambridge University Press.
Working memory is a short-term area of storage where new information is received from sensory memory and must be effectively processed in order to be stored in long-term memory. The capacity of working memory is limited and providing a learner with more information than can be managed by working memory can hinder learning. Individuals differ in their abilities to effectively utilize the capacity of their working memory. An individual’s ability to comprehend text has been demonstrated to correlate to their working memory capabilities.
Multimedia learning places multiple demands on a learner’s attentional processes. Details that are superfluous to the objective of the lesson, while interesting, take advantage of working memory capacity and as a result may decrease understanding of the instructional material. This is more evident with learners with lower working memory functioning. Learners with higher working memory functioning can ignore information that is irrelevant to the objective of the lesson. Additionally, presentations that require scrolling have a more significant negative impact on learners with lower levels of working memory functioning. These learners benefit from information presented in individual pages. The ability of learners to control and focus their attention is directly related to their ability to integrate information presented in multimedia presentations. Chunking and simplifying information within the presentation can help to manage the attentional processes of the learner. This is most applicable to leaners with low-level working memory capacities and may negatively impact learners with higher working memory capacities. When designing multimedia presentations, designers must be aware of the need to support the abilities of learners with low-level working memory capacities. Additional aids to focus the attention of these learners may be required.