Journal ArticleDOI
Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback
Roxana Moreno,Alfred Valdez +1 more
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TLDR
The cognitive load and learning effects of dual-code and interactivity were examined in this paper, where participants were presented with the organized causal chain of events to study, whereas others were given a self-organization task.Abstract:
The cognitive load and learning effects of dual-code and interactivity—two multimedia methods intended to promote meaningful learning—were examined. In Experiment 1, college students learned about the causal chain of events leading to the process of lightning formation with a set of words and corresponding pictures (Group WP), pictures (Group P), or words (Group W). Some students were presented with the organized causal chain of events to study, whereas others were given a self-organization task. Consistent with a cognitive theory of multimedia learning, Condition WP was the highest in instructional efficiency for retention and transfer. However, contrary to our predictions, having students organize the multimedia materials was detrimental to transfer. Two follow-up experiments tested the hypotheses that the negative effects of interactivity were due to students' lack of time control (Experiment 2) and the form of feedback (Experiment 3). The findings showed that interactivity was effective when students were asked to evaluate their answers before receiving corrective feedback from the system.read more
Citations
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Interactive Multimodal Learning Environments Special Issue on Interactive Learning Environments: Contemporary Issues and Trends
Roxana Moreno,Richard E. Mayer +1 more
TL;DR: In this paper, a cognitive-affective theory of learning with media from which instructional design principles are derived is presented, and a set of experimental studies in which they found empirical support for five design principles: guided activity, reflection, feedback, control and pretraining.
Journal ArticleDOI
Cognitive load theory, educational research, and instructional design: some food for thought
TL;DR: In this paper, the authors explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues, and conclude by presenting a research agenda for future studies on cognitive load.
Journal ArticleDOI
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness
Séverine Erhel,Eric Jamet +1 more
TL;DR: These two experiments demonstrate that a serious game environment can promote learning and motivation, providing it includes features that prompt learners to actively process the educational content.
Journal ArticleDOI
Instructional Efficiency: Revisiting the Original Construct in Educational Research.
Tamara van Gog,Fred Paas +1 more
TL;DR: Van Gog, T., & Paas, F. as mentioned in this paper revisited the original construct in educational research, Instructional Efficiency: Revisiting the Original Construct in Educational Research.
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Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes A Meta-Analysis
TL;DR: Although the results suggested that immediate feedback was more effective for lower order learning than delayed feedback and vice versa, no significant interaction was found and larger effect sizes were found for mathematics compared with social sciences, science, and languages.
References
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Journal ArticleDOI
Cognitive Architecture and Instructional Design
TL;DR: Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance as discussed by the authors, which assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation.
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Nine Ways to Reduce Cognitive Load in Multimedia Learning
Richard E. Mayer,Roxana Moreno +1 more
TL;DR: The analysis shows that cognitive load is a central consideration in the design of multimedia instruction because it exceeds the learner's available cognitive capacity.
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Cognitive Load Theory and the Format of Instruction
Paul Chandler,John Sweller +1 more
TL;DR: In this paper, the consequences of split-source and integrated information using electrical engineering and biology instructional materials were evaluated in an industrial training setting, and the results indicated that the materials chosen were unintelligible without mental integration.
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Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
TL;DR: The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving.
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Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
TL;DR: In this paper, the authors discuss cognitive load measurement techniques with regard to their contribution to cognitive load theory (CLT), which is concerned with the design of instructional methods that efficiently use people's limited cognitive processing capacity to apply acquired knowledge and skills to new situations (i.e., transfer).