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Managing split-attention and redundancy in multimedia instruction
Abstract
Two experiments investigated alternatives to split-attention instructional designs. It was assumed that because a learner has a limited working memory capacity, any increase in cognitive resources required to process split-attention materials decreases resources available for learning. Using computer-based instructional material consisting of diagrams and text, Experiment 1 attempted to ameliorate split-attention effects by increasing effective working memory size by presenting the text in auditory form. Auditory presentation of text proved superior to visual-only presentation but not when the text was presented in both auditory and visual forms. In that case, the visual form was redundant and imposed a cognitive load that interfered with learning. Experiment 2 ameliorated split-attention effects by using colour coding to reduce cognitive load inducing search for diagrammatic referents in the text. Mental load rating scales provided evidence in both experiments that alternatives to split-attention instructional designs were effective due to reductions in cognitive load. Copyright © 1999 John Wiley & Sons, Ltd.
... Extraneous load emerges when the instruction's materials or guidelines are not designed appropiately for learning (See Van Merrienboer & Sweller, 2005;Pouw et al., 2019). Spreading knowledge over time or space (Kalyuga et al., 1998;van Merrienboer ve Sweller, 2005;Pouw, Rop, De Koning ve Paas, 2019), giving place to unnecessary information in the learning material (Kalyuga et al., 1998;Van Merrienboer & Sweller, 2005;Pouw et al., 2019), and resorting to random techniques such as trial and error to solve a problem can cause an increase in extraneous cognitive load. Integrating the related written information into a geometric figure (Kalyuga et al., 1998), avoiding unnecessary information (Kalyuga et al., 1998), and presenting a particular part or all of the solution steps of the problem (Paas et al., 2003;Van Merrienboer & Sweller, 2005) are used to reduce the extraneous cognitive load. ...
... Extraneous load emerges when the instruction's materials or guidelines are not designed appropiately for learning (See Van Merrienboer & Sweller, 2005;Pouw et al., 2019). Spreading knowledge over time or space (Kalyuga et al., 1998;van Merrienboer ve Sweller, 2005;Pouw, Rop, De Koning ve Paas, 2019), giving place to unnecessary information in the learning material (Kalyuga et al., 1998;Van Merrienboer & Sweller, 2005;Pouw et al., 2019), and resorting to random techniques such as trial and error to solve a problem can cause an increase in extraneous cognitive load. Integrating the related written information into a geometric figure (Kalyuga et al., 1998), avoiding unnecessary information (Kalyuga et al., 1998), and presenting a particular part or all of the solution steps of the problem (Paas et al., 2003;Van Merrienboer & Sweller, 2005) are used to reduce the extraneous cognitive load. ...
... Spreading knowledge over time or space (Kalyuga et al., 1998;van Merrienboer ve Sweller, 2005;Pouw, Rop, De Koning ve Paas, 2019), giving place to unnecessary information in the learning material (Kalyuga et al., 1998;Van Merrienboer & Sweller, 2005;Pouw et al., 2019), and resorting to random techniques such as trial and error to solve a problem can cause an increase in extraneous cognitive load. Integrating the related written information into a geometric figure (Kalyuga et al., 1998), avoiding unnecessary information (Kalyuga et al., 1998), and presenting a particular part or all of the solution steps of the problem (Paas et al., 2003;Van Merrienboer & Sweller, 2005) are used to reduce the extraneous cognitive load. Germane load occurs during the construction of new schemes and getting automaticity in existing schemes (See Paas et al., 2003). ...
Spatial skills, including mental rotation, are necessary to understand, comprehend, explore and learn mathematics, but research in mathematics education points out insufficient spatial skills of pre-service mathematics teachers. In this study, the effectiveness of the instruction, designed by taking Cognitive Load Theory (CLT) as the reference frame and executed in the Dynamic Geometry Learning Environment (DGLE), was investigated. The study sample was four pre-service mathematics teachers determined by the purposeful sampling technique. Individual teaching experiment, executed in three steps (pre-evaluation— teaching sessions/instruction— post-evaluation), was used as the method. The collected quantitative and qualitative data were analyzed through content analysis. Findings showed that participants' mental rotation skills were basic or below, before the instruction. They had low mental imagery skills, inadequacies in mathematics language use, and misconceptions about rotation and its components. After the instruction, their mental rotation skills, compassing the mental rotation performance, mental imagery skills, mathematical language use, and concept schemes about rotation and its components, developed. It is recommended that cognitive loads be considered while designing instruction executed in a DGLE.
... Cognitive load, often used interchangeably with mental effort [85,86], can be measured using several methods. Subjective measurements, i.e. subjective ratings [81,83,87] are typically collected at the end of (sub) task completion and are the most widely used method. Performance measurements have also been adopted and use accuracy of responses and answering time to measure cognitive load [88,89]. ...
... The split-attention effect can be reduced by providing visual clues to direct attention to appropriate sources of information to reduce the amount of visual search required [87]. The visual clues can be achieved using explicit links [93], or color coding systems [87] to connect one source of information to the relevant parts of another source of information. ...
... The split-attention effect can be reduced by providing visual clues to direct attention to appropriate sources of information to reduce the amount of visual search required [87]. The visual clues can be achieved using explicit links [93], or color coding systems [87] to connect one source of information to the relevant parts of another source of information. Thus, the form of information representation plays an important role in affecting the split attention effect, leading to differences in the extraneous load and, potentially, differences in task performance. ...
Business process models are widely used in organizations by information systems analysts to represent complex business requirements. They are also used by business users to understand business operations and constraints. This understanding is extracted from graphical process models as well as business rules. Prior research advocated integrating business rules and business process models to improve the effectiveness of various organizational activities, such as developing a shared understanding of practices, process improvement, and mitigating risks of compliance and policy breaches. However, whether such integrated modeling can improve the understanding of business processes, which is a fundamental benefit of integrated modeling, has not been empirically evaluated. In this paper, first, we report on an experiment investigating whether rule linking, a representative integrated modelling method, can improve understanding performance. We use eye tracking technology to understand the cognitive process by which model readers use models to perform understanding tasks. Our results show that rule linking outperforms separated modeling in terms of understanding effectiveness, efficiency, perceived mental effort, and visual attention. Further, cognitive process analysis reveals that the form of rule representation does not affect the extent of deep processing, but rule linking significantly decreases the occurrence of rule scanning and screening processes. Moreover, our results show that rule linking leads to an increase of visual association suggesting improved information integration, leading to improved task performance.
... It is well known that human cognitive capacity can only process a few elements of information at a given time because the cognitive resources available during the execution of a task are limited, and they are used selectively and limited towards achieving a specific goal [9][10][11]. The Cognitive Load Theory is based on the idea that the intervention of cognitive processes that are closely connected to the memory happens while processing information or performing a task [9]. ...
... Nonetheless, tasks such as reading, buying products, or seeking information online require a correct processing and integration of a variety of different stimuli, as well as the correct functioning of several cognitive capacities, including attention, perception, and working memory [13][14][15]. The availability of cognitive resources during the execution of a task is limited, and such resources are selectively used to achieve an aim or a specific objective [9][10][11]. Some studies [14,16,17] have pointed out that the web generally requires a high cognitive effort, and, therefore, it is often the cause of cognitive load increase [18,19]. ...
Navigating the web represents a complex cognitive activity that requires effective integration of different stimuli and the correct functioning of numerous cognitive abilities (including attention, perception, and working memory). Despite the potential relevance of the topic, numerous limitations are present throughout the literature about the cognitive load during online activities. The main aim of this study is to investigate cognitive load during comprehension and information-seeking tasks. In particular, we here focus on the comparison of the cognitive load required while performing those tasks using mobile or PC-based devices. This topic has become even more crucial due to the massive adoption of smart working and distance learning during the COVID-19 pandemic. A great effort is nowadays devoted to the detection and quantification of stressful states induced by working and learning activities. Continuous stress and excessive cognitive load are two of the main causes of mental and physical illnesses such as depression or anxiety. Cognitive load was measured through electroencephalography (EEG), acquired via a low-cost wireless EEG headset. Two different tasks were considered: reading comprehension (CO) of online text and online information-seeking (IS). Moreover, two experimental conditions were compared, administering the two tasks using mobile (MB) and desktop (PC) devices. Eleven participants were involved in each experimental condition, MB and PC, performing both the tasks on the same device, for a total of twenty-two people, recruited from students, researchers, and employees of the university. The following two research questions were investigated: Q1: Is there a difference in the cognitive load while performing the comprehension and the information-seeking tasks? Q2: Does the adopted device influence the cognitive load? The results obtained show that the baseline (BL) requires the lower cognitive load in both the conditions, while in IS task, the requirement reaches its highest value, especially using a mobile phone. In general, the power of all the brain wave bands increased in all conditions (MB and PC) during the two tasks (CO and IS), except for alpha, which is usually high in a state of relaxation and low cognitive load. People include website navigation into their daily routines, and for this, it is important to create an interaction that is as easy and barrier-free as possible. An effective design allows a user to focus on interesting information: many website architectures, instead, are an obstacle to be overcome; they impose a high cognitive load and poor user experience. All these aspects draw cognitive resources away from the user’s primary task of finding and comprehending the site’s information. Having information about how the cognitive load varies based on the device adopted and the considered task can provide useful indicators in this direction. This work suggests that using an EEG low-cost wearable device could be useful to quantify the cognitive load induced, allowing the development of new experiments to analyse these dependencies deeper, and to provide suggestions for better interaction with the web.
... Auch zusätzliche visuelle Anzeigen können stören, wenn sie viele weitere kognitive Aktionen verlangen. Kalyuga et al. (1999) stellen nach empirischen Untersuchungen fest, dass gesprochene Texte in computergestützten Lernmaterialien die kognitive Belastung verringern können. Farbliche Codierungshilfen sind ebenfalls vorteilhaft. ...
... Demgegenüber erhöhen geschriebene Zusatztexte eher noch die Belastung, insbesondere, wenn mehrfach zwischen Bildbetrachtung und Texterfassung gewechselt werden muss (vgl. Kalyuga et al. 1999). ...
This book offers a comprehensive overview of the theoretical background and practice of physics teaching and learning and assists in the integration of highly interesting topics into physics lessons. Researchers in the field, including experienced educators, discuss basic theories, the methods and some contents of physics teaching and learning, highlighting new and traditional perspectives on physics instruction. A major aim is to explain how physics can be taught and learned effectively and in a manner enjoyable for both the teacher and the student. Close attention is paid to aspects such as teacher competences and requirements, lesson structure, and the use of experiments in physics lessons. The roles of mathematical and physical modeling, multiple representations, instructional explanations, and digital media in physics teaching are all examined. Quantitative and qualitative research on science education in schools is discussed, as quality assessment of physics instruction. The book is of great value to researchers involved in the teaching and learning of physics, to those training physics teachers, and to pre-service and practising physics teachers.
... If the learner needs to integrate the two sources of information that are either temporally or spatially isolated, learning materials will result in a higher level of extraneous load. Split attention is a particular problem with content that involves high element interactivity (i.e., high intrinsic load, high content complexity), whereas its effect within content with low element interactivity may not be as pronounced (Kalyuga, Chandler, & Sweller, 2011). Some studies have suggested the learning cost due to the split attention effect caused by the human face. ...
... Yet, this positive effect was diminished as a result of additional cognitive processing of instructor related information, when learning a procedural knowledge topic. Considering the issue of split attention particularly with more complex content (Kalyuga et al., 2011), the current study was carried out to disambiguate the effects of instructor presence in videos that vary the content difficulty level and would extend the body of knowledge on influences of instructor presence. ...
An increasing number of instructional videos online integrate a real instructor on the video screen. So far, the empirical evidence from previous studies has been limited and conflicting, and none of the studies have explored how learners' allocation of visual attention to the on-screen instructor influences learning and learner perceptions. Therefore, this study aimed to disentangle a) how instructor presence in online videos affects learning, learner perceptions (i.e., cognitive load, judgment of learning, satisfaction, situational interest), and visual attention distribution and b) to what extent visual attention patterns in instructor-present videos predict learning and learner perceptions. Sixty college students each watched two videos on Statistics, one on an easy topic and the other one on a difficult topic, with each in one of the two video formats: instructor-present or instructor-absent. Their eye movements were simultaneously registered using a desktop-mounted eye tracker. Afterwards, participants self-reported their cognitive load, judgment of learning, satisfaction, and situational interest for both videos, and feelings toward seeing the instructor for the instructor-present videos. Learning from the two videos was measured using retention and transfer questions. Findings indicated instructor presence a) improved transfer performance for the difficult topic, b) reduced cognitive load for the difficult topic, c) increased judgment of learning for the difficult topic, and d) enhanced satisfaction and situational interest for both topics. Most participants expressed a positive feeling toward the instructor. Results also showed the instructor attracted a considerable amount of overt visual attention in both videos, and the amount of attention allocated to the instructor positively predicted participants’ satisfaction level for both topics.
... The relationship between cognitive processing and students reporting positive learning experience should be highlighted when looking at delivery methods. Using a variety of media, a multimodal approach, cognitive processing can be improved which in turn leads to greater learner satisfaction (Garrison & Kanuka, 2004;Gillett-Swan, 2017;Glogowska et al., 2011;Kalyuga, Chandler, & Sweller, 1999;Lowe, 1999;Mayer, 2014;Mayer & Moreno, 2003;Poon, 2013;Rasch & Schnotz, 2009;Schnotz & Rasch, 2005;Sims & Hegarty, 1997). This variety of media approach has positive effects on students learning, engagement and enjoyment and will more likely promote re-enrolment in the future. ...
... This shows that that how media is used in online video lectures is important and the variety used is of particular importance. As media with a greater degree of variety will lead to greater learner engagement with the contents of the class and greater learner satisfaction, the current research, makes sense in light of extant research (Garrison & Kanuka, 2004;Gillett-Swan, 2017;Glogowska et al., 2011;Kalyuga et al., 1999;Lowe, 1999;Mayer, 2014;Mayer & Moreno, 2003;Poon, 2013;Rasch & Schnotz, 2009;Schnotz & Rasch, 2005;Sims & Hegarty, 1997). Some research suggests that student major or student characteristics may affect student performance, perception or learning. ...
... In addition to viewing the video, participants had access to expert produced sonographic images that they were encouraged to view in conjunction with the video. Ideally, providing participants with the videos, images, and procedural step resources prior to attending skills laboratory sessions were anticipated to establish a block of prior knowledge and initiate a schema acquisition process for that set of skills, which is deemed as a critical element to a theory known as cognitive load and its theoretical framework (Kalyuga, Chandler, & Sweller, 1998). Based on cognitive load theory providing students with access to the declarative and procedural knowledge needed for performing vascular sonographic examinations was judged to have likely a positive effect on both their working memory load during the skills laboratory sessions and decrease the amount of intrinsic cognitive load with the material that was required to be learned (Plass et al., 2010). ...
... In this researcher's judgment, the substantial increase in self-efficacy levels observed early in the semester likely can be attributed to the manner in which sonography students are trained, which is through a scaffolding approach (van Merrienboer, et al. 2003). The scaffolding approach's primary purpose is to decrease the amount of cognitive load that can arise when individuals are learning to execute a complex task (Kalyuga, Chandler, & Sweller, 1998). Such, is the case with sonography. ...
The purpose of this mixed methods study was to examine relationships between sonography students’ levels of self-regulation and self-efficacy and their performance in a 16-week introductory vascular sonography skills laboratory course. Measures for the study were designed to yield qualitative and quantitative data related to student goals, strategies, and course performance, and were generated by both students and faculty. Qualitative data from the study included student self-reports of self-regulatory strategies and instructor evaluations of student performance, while quantitative data were provided by instructor and student ratings of performance, student self-efficacy ratings, and student reports on their use of deliberate practice. Results showed that many students learning how to perform sonographic examinations encountered motivational challenges that appeared to be tied both to their self-efficacy and their ability to effectively use self-regulatory activities. The findings of the present study suggest possibilities for improving sonography’s curricular models and teaching strategies toward the goal of making sonography instruction more efficient and effective. Advisor: Roger H. Bruning
... Against our expectations, there were no significant effects of visual complexity or social cues on perceived cognitive load (H3a, H3b, H3c). These outcomes are not in line with studies on other types of visual cueing that did report that cueing reduced perceived cognitive load (e.g., Kalyuga et al., 1999). Ouwehand et al. (2015), on the other hand, also did not find significant effects of gaze and gesture cues on perceived cognitive load while using the 9-point subjective scale by Paas (1992) that we also used in our study. ...
Background
There are only few guidelines on how instructional videos should be designed to optimize learning. Recently, the effects of social cues on attention allocation and learning in instructional videos have been investigated. Due to inconsistent results, it has been suggested that the visual complexity of a video influences the effect of social cues on learning.
Objectives
Therefore, this study compared the effects of social cues (i.e., gaze & gesture) in low and high visual complexity videos on attention, perceived cognitive load, and learning outcomes.
Methods
Participants (N = 71) were allocated to a social cue or no social cue condition and watched both a low and a high visual complexity video. After each video, participants completed a knowledge test.
Results and Conclusions
Results showed that participants looked faster at referenced information and had higher learning outcomes in the low visual complexity condition. Social cues did not affect any of the dependent variables, except when including prior knowledge in the analysis: In this exploratory analysis, the inclusion of gaze and gesture cues in the videos did lead to better learning outcomes.
Takeaways
Our results show that the visual complexity of instructional videos and prior knowledge are important to take into account in future research on attention and learning from instructional videos.
... 教学视频作为一种教育媒介，可以为学习者提供丰富的感官信息 (Palmer, 2007)。同时，它为学习者 创造了一个个性化的环境，允许他们按照自己的节奏，在自己喜欢的时间进行学习；此外，视频的数字 便携性使得学习者可以超过空间限制，在任何地方进行独立学习 (Chan, 2010)。随着现代信息技术的进步， 这些视听结合的教学视频的制作和传播变得相对容易，为广大学习者提供了丰富的教学信息。字幕是教 学视频中部分言语信息的逐字呈现 (Udo & Fels, 2010)。许多研究表明，在教学视频中插入字幕是一种特 别有效的教学方法；这种方法这有助于学习者获得视觉线索和语言输入 (Perez et al., 2013(Perez et al., , 2015Teng, 2019)。此外，研究证明字幕可以通过促进认知加工和增加对语言输入的关注 (Schmidt, 2001)。Dual code theory (Paivio, 1986)对学习者理解视频内容产生积极的影响 (Danan, 2004;Koolstra & Beentjes, 1999;Koskinen et al., 1993)。多媒体原理 (Mayer, 2009(Mayer, , 2014a(Mayer, , 2014b (Kalyuga et al., 1999;Mayer et al., 2020;Tarchi et al., 2021 (Mayer, Heiser, & Lonn, 2001;Mayer, 2005;Mayer, 2009;Moreno & Mayer, 2002)。 意资源 (Akahori et al., 2016;Wang et al., 2020;Yu et al., 2021) (Aldera & Mohsen, 2013;Danan, 2004;Koolstra & Beentjes, 1999;Koskinen et al., 1993;Perez et al., 2013Perez et al., , 2015Schmidt, 2001 ...
... The split-attention effect is a prime example for how the reduction of ECL can benefit learners. This effect describes how learners must perform unnecessary visual searches when related content in learning material is not located spatially adjacent, but placed at separated locations (Kalyuga et al. 1999;Sweller 1989; see also the spatial contiguity effect, Mayer et al. 1995). A typical example of this effect would be to have a visualization that requires learners to look up the names of labeled parts in another location, such as below the visualization or on another page (see Chandler and Sweller 1992;Mayer et al. 1995). ...
Realistic visualizations are considered to introduce the risk of distracting learners from relevant information. In two experiments, the interplay between realism and a known form of distraction, the split-attention effect, were investigated. This effect describes that spatially separating relevant information can have a substantial negative effect on learning. The experiments were conducted using short anatomy learning tasks to test whether a combination of realism and split attention would lead to the worst retention performance or, alternatively, whether realism can counteract the negative effects of split attention. The first experiment (n = 125) revealed that realism attenuated the cognitive load induced by split attention, suggesting a compensatory effect of realism (i.e., realism may have helped learners to deal with the detrimental influence of split attention). However, retention performance was not impacted in a similar way, indicating that this compensatory effect on subjective cognitive load may actually be the result of learners' illusion that realistic details are helpful. Split attention significantly reduced retention performance. Experiment 2 (n = 152) resulted in negative effects of realism and split attention on retention. In sum, the experiments suggest that realistic details can affect learners independently of other visual design factors as exemplified by the split-attention effect. Thus, the assumption that realism is likely to distract learners is rendered implausible by the experiments, as the distraction of split attention should have amplified any distractive potential of realistic details. However, the results also suggest that the effects of realism on learning are still somewhat unpredictable.
... Cognitive Load Theory suggests that "effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning" (Chandler & Sweller 1991: 293). Thus, learning is enabled when redundant information is removed from multimodal materials and avoids the learners' additionnal cognitive load (Kalyuga, Chandler & Sweller 1999). ...
... Evidence supporting the redundancy strategy has been reported in various learning fields, such as Science, Technology, Engineering and Mathematics learning (STEM; see Kalyuga et al., 1999Kalyuga et al., , 2004Leslie et al., 2012), language learning (Yeung et al., 1998), and even the learning of procedural information (de Koning et al., 2017). In these studies, participants represented many age groups, including primary, secondary, university, and vocational education. ...
Background
As a result of the COVID‐19 pandemic, many teachers found themselves making a rapid and often challenging shift from in‐person classroom teaching to teaching in an online environment. As teachers continue to learn about working in this new environment, research in cognitive and learning sciences, specifically findings from cognitive load theory and related areas, can provide meaningful strategies for teaching in this ‘new normal’.
Objectives
This paper describes 12 tips derived from contemporary research in educational psychology, focusing particularly on empirically supported strategies that teachers may apply in their online classroom to ensure that learning is optimized.
Implications for Practice
These strategies are generalizable across age groups and learning areas, and are categorized into one of two themes: approaches to optimize the design of online learning materials, and instructional strategies to support student learning. A discussion follows, outlining how teachers may apply these strategies in different contexts, with a brief overview of emerging efforts that aim to bridge cognitive load theory and self‐regulated learning research.
... Other instruments were used less frequently. These include those by Leppink et al. [50], Kalyuga et al. [37], and Ayres [2], as well as the NASA-TLX [29] and PSA [52]. A few studies (e.g., [28,31]) used ...
One of the most commonly cited theories in computing education research is cognitive load theory (CLT), which explains how learning is affected by the bottleneck of human working memory and how teaching may work around that limitation. The theory has evolved over a number of decades, addressing shortcomings in earlier versions; other issues remain and are being debated by the CLT community. We conduct a systematic mapping review of how CLT has been used across a number of leading computing education research (CER) forums since 2010. We find that: the most common reason to cite CLT is to mention it briefly as a design influence; authors predominantly cite old versions of the theory; hypotheses phrased in terms of cognitive load components are rare; and only a small selection of cognitive load measures have been applied, sparsely. Overall, the theory’s evolution and recent themes in CLT appear to have had limited impact on CER so far. We recommend that studies in CER explain which version of the theory they use and why; clearly distinguish between load components (e.g., intrinsic and extraneous load); phrase hypotheses in terms of load components a priori ; look further into validating different measures of cognitive load; accompany cognitive load measures with complementary constructs, such as motivation; and explore themes such as collaborative CLT and individual differences in working-memory capacity.
... Designers can also show the overall perspective of the expert. In addition, the permanent advantage of illustrations on the screen makes it easy for novices to quote them repeatedly (Slava Kalyuga et al., 1999), the animation will not allow students to control their learning pace. ...
Mastering a handicraft skill requires not only being proficient in the use of tools and body coordination, but also the visual observation skills including planning, inspection and evaluation. In recent years, many studies of heritage education have focused on the development and promotion of traditional handicraft teaching. However, these studies rarely pay attention to effectively conveying the visual observation experience in procedural knowledge from experts to novices to help them learn handicraft skills. By analysing the eye-tracking metrics and visualizing the visual pattern of the expert, this study constructs an Eye-Movement Modelling Example (EMME) to demonstrate the expert model to novices to improve their ability to recognize and make appropriate judgements based on visual observations. A multi-dimensional evaluation was carried out to test the effectiveness of this novel instructional method in helping novices perceive visual knowledge from experts and learn handicrafts. Finally, this study successfully used eye-tracking technology to reveal the potential visual patterns of the expert in traditional handicraft making and confirm the role of EMME in promoting traditional handicraft teaching and inheritance. We provided a new way for the inheritance of traditional handicraft skills.
... Often, less is more. [13,55,56] Identify useful cases Useful contrasting cases that illustrate important points can help students integrate their ideas into useful schema. [19,36,40] APPENDIX A: EXAMPLE OF SHORT MULTIMEDIA SUMMARY ON THE TOPIC OF LENZ'S LAW Figure 4 is an example of a multimedia summary that combines a one-minute video with a short text summary (i.e., group B: experimental condition 2.) In addition to highlighting key features of Lenz's law, this short summary chunks information into digestible steps that rely on different underlying concepts, including area vectors, magnetic flux, field induction, and the relationship between induced current and magnetic fields. ...
The typical introductory physics lecture requires students to consolidate and assimilate a large quantity of complex information that is often novel to them. This can leave students overwhelmed, slow the pace of their learning, and lower their motivation. We find that carefully designed multimedia summaries in the form of one-minute videos and short text summaries can significantly increase students’ understanding of the material as well as their ability to organize information into a useful mental framework, as measured by their performances on a concept mapping exercise and a conceptual test of learning. Notably, we show that these improvements can be achieved with negligible increase in overall time students spend on the course material each week. We discuss reasons why these short postlecture summaries helped students learn more, namely, that (i) they likely increased students’ ability to chunk and organize information while minimizing the extraneous cognitive load imposed by the materials, and (ii) they likely improved students’ ability to consolidate and transfer knowledge through the use of contrasting cases. We provide a set of detailed recommendations that instructors can use to develop effective postlecture multimedia summaries. We suggest that one of the most important and impactful recommendations is incorporating student thinking in the design of these types of summaries informed by the input of qualified former students or teaching assistants with significant experience interacting with students in the course.
... For instance, when explaining the refraction of light in raindrops when teaching about how rainbows develop, learning materials as shown in Fig. 7.3a might be less helpful than the more spatially contiguous presentation in Fig. 7.3b, because in the first case, associated parts of the learning materials are presented far from each other. In this case, split attention effects can occur; that is, working memory capacities are stressed with visual search processes that are actually unnecessary and do not contribute to comprehension and learning (Ayres and Sweller 2005;Kalyuga et al. 1999). The same assumption applies to instructional materials that are presented in temporal contiguity-very simply stated, when explaining the concept of block and tackle, the teacher should not talk first and then show the respective picture, but show the picture at the same time when describing the principles depicted there. ...
The following chapter will give an overview on learning with multiple representations and why they are so relevant for acquiring knowledge in physics. This will comprise the classical multimedia view of multiple representations in terms of text picture combinations and conceptualisations that broaden this view by taking into account any representations, including tables, graphs and more. To shed more light on these different views, the chapter will begin with definitions and an overview of what can be understood as single and multiple representations. This will be followed by a range of popular theories that explain why learning with multiple representations is beneficial, especially regarding information processing in working memory. We will then focus a little closer on specific characteristics of textual and pictorial representations and on individual learner characteristics that should be taken into account for successful learning. Finally, we will introduce views on internal mental representations and in this regard the so-called theory of choreographies of teaching.
... Therefore, there is a direct or indirect link between CL and measured individual activity for subjective measures (Brunken et al., 2003;Mutlu-Bayraktar et al., 2020). Self-reported mental effort is an example of indirect types (Paas et al., 1994), and material difficulty ratings are classified as direct types (Kalyuga et al., 1999) of subjective measures (Brunken et al., 2003). Additionally, subjective measures are the most preferred methods to assess CL in the literature (Mutlu-Bayraktar et al., 2019). ...
This study aims to conduct a systematic review of studies on neuroimaging measurements used in multimedia learning research. The particular aim of the review is to explore how cognitive processes in multimedia learning are studied with relevant variables through neuroimaging technology. Studies that met the inclusive criteria were selected and analyzed with the data entry tool. Forty articles were reviewed based on the research questions about the research characteristics, the type of learning environments, the variables, the types of cognitive load, the other cognitive load measurements, the types of neuroimaging measures, the techniques that should be known in the field of neuroimaging to study cognitive load in multimedia learning. The results revealed that most of the studies preferred using both subjective and other objective measures to assess cognitive load in addition to neuroimaging measures. The studies examined learning outcomes, cognitive processes, and some other variables besides measuring cognitive load. The most striking observation to emerge from the analysis is that Electroencephalography, Functional Magnetic Resonance Imaging, Functional Near-Infrared Spectroscopy, and Transcranial Doppler Ultrasonography have been found as the most preferred neuroimaging tools utilized in multimedia learning research. Research results were interpreted, and several gaps in research relating to multimedia learning were identified.
... Thus, if both systems are active, the limited total capacity of the working memory is used more effectively resulting in better learning [52], [53]. However, the visual and auditory instructions must not be redundant in order to accomplish this benefit [54]. ...
Virtual reality (VR) technology provides new pos- sibilities for educators to design and optimize learning experi- ences. However, it remains largely unclear how virtual learning environments can be engineered to achieve measurable improve- ments in learners performance. To advance the development and application of VR learning technologies, we systematized instruction principles from the literature known to be congruent with cognitive and affective learning outcomes. We then combined these principles and designed a VR training program, which we subsequently tested in a large first-person VR experiment and real-world application to understand behavioral performance effects. We found that a purposefully engineered VR environment, which had been designed with an evidence-based selection of in- struction principles, significantly improved human performance compared to both a baseline training with textual instructions and a basic VR training. Our results indicate that perception engineering learning with VR is possible and offers substantial opportunities to improve learning outcomes.
... Signaling or cueing takes different forms. For example, "increasing the luminance of specific objects in a visual display (e.g., de Koning et al., 2007), changing a word's font style to boldface in a text (e.g., Mautone & Mayer, 2001), flashing to connect related elements (Craig et al., 2002;Jeung et al., 1997), giving related elements the same color (Kalyuga et al., 1999), providing orienting cues like gestures as guides to related elements (Lusk & Atkinson, 2007), or by adding an outline and headings indicated by underlining and spoken emphasis (Mayer, 2005c)" are some examples of signaling that have been mentioned by Ibrahim et al. (2012). The other form of signaling that is highly preferred in the SIP model is the teacher's intentional verbal signaling. ...
This paper proposes a new theoretical framework for reading instruction
in second/foreign language classrooms. The theoretical framework introduced in
this paper is called the Schematic Information-Processing (SIP) model of reading
comprehension which is a combination of video-based instruction and various
reading comprehension theories, models, and strategies. The SIP model supports
the positive effects of the utilization of text-relevant video segments in teaching
culturally unfamiliar texts in second/foreign language classrooms. According to this
model, choosing appropriate text-relevant video segments and playing them in
three stages of reading instruction—pre-reading, while-reading, and post-reading—
improves second/foreign language readers’ reading comprehension of culturally
unfamiliar texts and leads to a longer retention of the content of culturally unfamiliar
texts as well.
... This is known as the multimedia effect (Mayer & Moreno, 1998). This principle suggests that multiple formats provide multiple platforms on which retrieving information is possible (Kalyuga et al., 1999). ...
This paper delineates the specific design strategy used in the creation of physics video hooks over the course of an eight-week project. A hook is an instructional technique which stimulates student attention (Hunter, 1994; Lemov, 2010), interest (Jewett Jr., 2013) and engagement (McCrory, 2011; Riendeau, 2013). The hook videos are aimed at post primary/middle school students (11–15 years old) with relevant topics being selected from the Irish science curriculum. The project employed a modified Analysis, Design, Development, Implementation and Evaluation (ADDIE) design framework that allowed videos to be developed in an efficient and practical manner. Pertaining to design considerations, the videos are aligned with the cognitive theory of multimedia learning. Furthermore, specific design elements are embedded into the videos, which include relevance, questioning, discrepancy, and novelty. Finally, the key findings and challenges encountered during the hook design process are examined.
... Effective communication is necessary for a better education and can only be attained if educators are adequately taught how to use and apply technology in a classroom setting. Johnson, et al., (2014) stated that a majority of the educators were not comfortable with using technology and did not have a basic understanding of how to use them. ...
... The rationale for including such signals is to foster the integration of information from multiple representations by supporting learners in their search for corresponding elements in text and graphics. Accordingly, several studies found that adding such signals to the learning materials fostered the integration of information from text and graphics, and thus understanding Kalyuga, Chandler, & Sweller, 1999;Ozcelik, Arslan-Ari, & Cagiltay, 2010;Scheiter & Eitel, 2015;Seufert, 2003). Two recently published metaanalyses reported small-to-medium effects of signals that highlight text-graphics correspondences on posttest scores (Richter et al., 2016;Schneider, Beege, Nebel, & Rey, 2018). ...
To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the form of adjunct aids (i.e. fill‐in‐the blank tasks) with references to the graphics (e.g. “see Figure X”) on retention and understanding. In our study, 106 learners (N) received multimedia instructional materials about the formation of auroras either with or without adjunct aids – the former with references to graphics (signals), or with none. In line with our hypotheses, adjunct aids with signals led to deeper understanding, as reflected by higher scores in the comprehension test. In contrast, adjunct aids with signals did not lead to higher scores in the retention test. Thus, our results are in line with previous research, showing that instructional support for integrating text and graphics specifically fosters deeper understanding. Possible boundary conditions and implications for future research are discussed.
... Cognitive load theory [21,22] suggests that a well-edited video that removes distracting elements will reduce the cognitive load for the viewer and make it easier to process essential features of the demo. A video can slow down or pause dynamic phenomena and allow simultaneous verbal explanation, taking advantage of the dual-mode effect [23] and avoiding the split attention effect [24]. Indeed, as in the angular momentum study by Roth et al. [15], students often focus on irrelevant or distracting features because novices extract visual information based on perceptual salience [25]. ...
Nearly every introductory physics or chemistry course includes live lecture demonstrations, which can range from simple illustrations of a pendulum to elaborate productions with specialized apparatus and highly trained demonstrators. Students and instructors often consider “demos” to be among the highlights of these classes. Yet, in some situations demos may be cumbersome, inaccessible, or otherwise unavailable, and online video demos could offer a convenient alternative. We compared the effectiveness of live demonstrations with online videos under controlled conditions in the first semester of an introductory physics (mechanics) course. Students were randomly assigned to view either a live or video version of two demos. The same instructor presented both versions of the demo using an identical script, keeping the same time on task across both conditions, but with small differences in presentation appropriate to the medium. Compared with the students who saw the live demos, the students who watched the online videos learned more, and their self-reported enjoyment was just as high. We discuss reasons why videos helped students to learn more, including that they are more likely to make correct observations from the video. These results suggest that videos could provide students with an equally effective learning experience when live demos are unavailable. Indeed, even when live demonstrations are available, it may be beneficial to supplement them with online presentations.
... However, redundancy principle has been considered as redundancy effect by a number of studies and the term has been conceptualized from the perspective of using any redundant input in multimedia presentation environments. According to Kalyuga, Chandler, &Sweller (1999), the redundancy effect occurs where different sources of information provide similar information but in a different form. Owing to the fact that redundant input brings extra cognitive load, they concluded that the redundancy effect occurs when information from different sources present similar information but in a different form (Kalyuga, Chandler, &Sweller, 2000). ...
The role of Augmented Reality (AR) on vocabulary learning in a foreign language remains the focus of interest of researchers in the field of foreign language teaching. However, the modality effect on AR materials in relation with redundancy principle has not been well explored yet. The aim of this study is to investigate augmented reality materials designed in different modalities for vocabulary learning with reference to redundancy principle. This study investigates the participants' achievements and attitudes towards AR materials with a pre-test post-test control group quasi experimental design. Participants of the study are Turkish speaking graduate students from Çanakkale Onsekiz Mart University. The participants practiced the target collocations in a foreign language in two different modalities. The first group of students practiced with AR materials including animation, text, and narration (ATN), whereas the other group practiced the same 575 content with AR materials designed with animation and text (AT). The participants' performances were assessed by an immediate retention test following the practice. Additionally, the Augmented Reality Attitudes Scale was used to find out the learners' attitudes towards AR materials. The analysis of the achievement scores revealed no significant differences between the two groups in contrast to redundancy principle. However, the analysis of the attitudes scale revealed that, while the participants from ATN group had more willingness to use the AR application, they also had high levels of use anxiety.
... Given these semantically complicated sentences, we had decided not to address comprehension by measuring gist recall, but by measuring direct recall, a measure to assess the listeners' short term memory for the literal spoken content: the better it has been coded, the better recall. However, even though subtitling may be considered necessary to avoid misperception of the noisy formal speech, it may also increase the user's cognitive load [e.g., 21,22]: it has been shown that simultaneous presentation of the same information as both text and audio increased cognitive load in learners, since they had to divide their attention between the two modes [16]. Therefore, recall might suffer from the addition of subtitling as listeners must split their attention. ...
... Perceived mental effort was measured using the 7-point subjective rating scale developed by Paas and Van Merriënboer (1993), which ranges from (1) extremely low to (7) extremely high. Perceived task difficulty was measured using the 7-point subjective rating scale developed by Kalyuga, Chandler, and Sweller (1999), which ranges from (1) extremely easy to (7) extremely difficult. Students completed the cognitive load questionnaire after the both study sessions (mental The spatial ability test was the Paper Folding Test (Ekstrom, Dermen, & Harman, 1976) (α = 0.60), which consisted of one doublesided sheet with instructions on one side and 10 problems on the other side. ...
This study explored the role of learner-generated and instructor-provided visuals in learning from scientific text. 134 college students studied a lesson on the human circulatory system and then completed recall and transfer tests. Across two consecutive study periods, students were randomly assigned to either view a provided illustration twice (provided-provided), generate a drawing from the text and then revise their drawing (generated-revised), view a provided illustration and then generate a drawing (provided-generated), or generate a drawing and then view a provided illustration (generated-provided). Results indicated a group by learning outcome interaction: the generated-provided and provided-generated groups performed higher on the transfer test and lower on the recall test compared to the provided-provided group. Furthermore, spatial ability was positively associated with learning outcomes among students who generated drawings but not among students in the provided-provided group. Finally, the relationship between spatial ability and learning outcomes among students who generated drawings was mediated by drawing quality. These findings suggest that provided and generated visuals have unique effects on different learning outcomes, and spatial ability plays an important role in supporting learner-generated visuals.
... Research shows that meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learner's cognitive capacity is limited. For that reasons multimedia instructional designers must take into account the learner's cognitive load processing (Clark, 1999;Kalyuga, Chandler, & Sweller, Sweller, 1999;van Merriënboer, 1997). One of the obstacles of multimedia instructions is the possibility of overloading the learners' cognitive capacity. ...
Multimedia instructions refer to presentations that contain graphics and texts information. The graphics can include pictures, drawings, diagram, chart, animation, video, or simulations. In addition, texts can include printed texts or spoken texts. Multimedia education occurs when learners create mental representations caused by combining texts and relevant graphics simultaneously in lessons. Research evidence shows that not all multimedia instructions are equally useful. How can we use multimedia instructional to help learners to grasp knowledge? Do learners learn better when multimedia instructions present spoken text in multimedia instructions as an alternative to printed text principle? This article examines whether there is any benefit on supplementing spoken text with multimedia. Specifically, do learners learn more from spoken text and graphics, rather than from printed text and graphics? Meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learner’s cognitive capacity is limited. For that, reasons multimedia instructional designers must take into account the learner's cognitive load processing. One of the obstacles of multimedia instructions is the possibility of overloading the learners’ cognitive capacity. Multimedia instructional designers must design multimedia instruction in ways that minimize the possibility of overloading the learners’ cognitive capacity. Also will examines the limitations of presenting spoken rather than printed texts; Reasons for presenting spoken rather than printed texts; Evidence for Using Spoken Rather Than Printed Text; And when this principle applies.
... Son and Park (2012) suggest that text, graphics, audio, and video can be used to build connections across web pages to respond to diverse interests of users. However, according to Miller (1956), too many elements may overburden users' working memory, decreasing the effectiveness of processing information (Kalyuga et al., 1999). Therefore, the appropriate use of multimedia may be dependent on the cultural background of the users (Hsieh, 2008). ...
Cultural diversity makes it difficult for website developers to depend on their own instinctive knowledge or personal experiences to design usable websites between cultures, yet studies on cross-cultural website usability are limited. The overall aim of this research is to advance cross-cultural HCI by providing an effective solution in terms of minimising cost and time for website cultural adaptation to improve user experience. This aim has been addressed with contributions in the areas of identifying prominent web design elements that encapsulate the significant characteristics of a culturally specific website, the development of a novel Cross-cultural Web Usability Model to offer both: cross-cultural web design guidelines and a usability measuring instrument, and subsequent empirical evaluation of the developed model that helps to attract culturally diverse users and improve their overall usability, specifically, increasing work efficiency and user satisfaction.
The first contribution examines the Australian, Chinese, and Saudi Arabian web pages for the presence of design attributes including layout, navigation, links, multimedia, visual representation, colour, and text. Significant differences were found in each of the listed design attributes, suggesting that different interfaces are needed for successful communication with different cultural groups.
The second contribution incorporates design elements, cultural factors, and HCI factors that describe the style of information processing and the user’s interaction characteristics, to create cross-cultural web design guidelines. These guidelines provide culturally specific functionality, look, and feel to enhance clear and effective communication between cultures. A usability measuring instrument is proposed, to measure usability attributes, which in turn may influence the overall satisfaction of a web page. By offering these cross-cultural web design guidelines and the usability measuring instrument, a novel Cross-cultural Web Usability Model was introduced. This model simplifies the creation of cross-cultural websites, while enabling developers to evaluate page usability for different cultures.
The third major contribution evaluated the developed model by hypothesising that website cultural adaptation improves the overall website usability. Australian and Chinese cultures were chosen to minimise the cost involved in the usability tests. Cross-cultural websites were designed, and the efficacy of cross-cultural websites was evaluated. Behavioural data including: effectiveness (task success rate), efficiency (average time on task), and errors (average number of clicks for a task) was acquired. Attitudinal data such as perceived navigability, aesthetics, and satisfaction was also obtained based on a real-world study which required users to complete tasks on a web page. The results confirmed that the model can anticipate the culturally specific user preferences, and that there were statistically significant differences. Users who interacted with the culturally specific website had greater levels of user performance and perception than users who used the non-adapted version.
This research has theoretical and practical implications for website cultural adaptation. The findings confirmed that website cultural adaptation can improve user performance and perception. The resultant model contributes to the knowledge of how to design effective web pages for Australian and Chinese cultures and is replicable when designing for other cultures. This is the first model to be created using broad design attributes and variety of usability attributes. The proposed cultural adaptation closes the knowledge gap, the “divergence”, regarding the relationship between culture, HCI, and website design.
... When watching subtitled videos, viewers have to cope with a rich combination of multimodal and multiple-source information: visual images (visual-nonverbal), spoken dialogue (audio-verbal), subtitles (visualverbal) and background sounds (audio-nonverbal) (Gottlieb 1998). This could place high demands on viewers' attentional and cognitive resources because processing too much information simultaneously has been shown to exceed the capacity of working memory and result in cognitive overload (Kalyuga et al. 1999). ...
With the proliferation and global dissemination of audiovisual products, subtitles have been widely used as a cost-effective tool to minimise language barriers for audiences of diverse cultural and linguistic backgrounds. However, the effectiveness of subtitles is still a topic of much debate and subject to various conditions, such as the context of use, the subtitle type, and the relationship between the language of the soundtrack and that of the subtitles. Drawing on an analysis of eye movements and a self-reported questionnaire, this study compares the impact of bilingual subtitles to that of monolingual subtitles in terms of viewers’ visual attention distribution, cognitive load, and overall comprehension of video content. Twenty Chinese (L1) native speakers watched four videos with English (L2) audio, each in a different condition: with Chinese subtitles (interlingual/L1 subtitles), with English subtitles (intralingual/L2 subtitles), with both Chinese and English subtitles (bilingual subtitles), and without subtitles. Our results indicate that viewers’ visual attention allocation to L1 subtitles was more stable than to L2 subtitles and less sensitive to the increased visual competition in the bilingual condition, which, we argue, can be attributed to the language dominance of their native language. Bilingual subtitles as a combination of intralingual and interlingual subtitles did not appear to induce more cognitive load or produce more cognitive gain than monolingual subtitles. Compared with the no subtitles condition, however, we found bilingual subtitles to be more beneficial as they provided linguistic support to make the video easier to comprehend and facilitate the learning process.
... The participants can rate their mental effort on a 9-point rating scale and this measure depends on the monitoring of a participant's own mental efforts. Kalyuga et al. (1999) introduced another subjective mental effort rating scale which consists of a seven-point scale, ranging from 'extremely easy' to 'extremely difficult'. This method has been used in recent studies by some researchers such as Ayres (2006) and DeLeeuw and Mayer (2008). ...
In second language (L2) academic writing, being able to think in the L2 as opposed to thinking in the L1 and then translating into an L2 utterance may contribute to greater success in foreign-language writing. It reduces cognitive load, frees up more time and cognitive capacity to focus on syntactic structures in the target language and achieve synthesis of meaning using target-language vocabulary. The results reported here suggest that L2 learners may perform better in their writing if they avoid generating ideas in or calling upon resources from their native language (L1) to avoid splitting their attention, thus adding to working memory. These findings have implications for the relationship between cognitive load and L1 interference when writing in a second language.
... This effect has been documented in multimedia learning. For example, Kalyuga, Chandler, and Sweller (1999) tested this effect on computer-based instructional material consisting of diagrams and texts. They found that physically integrated information enhanced learning compared with split-attention information. ...
Cognitive Load Theory (CLT), which is an instructional theory, is grounded in Human Cognitive Architecture. According to CLT, an instruction that is effective for novices may be ineffective for more knowledgeable learners, indicating an expertise reversal effect. Therefore, with the increases in learners’ expertise, the instruction should be changed accordingly. A rapid online assessment, developed within the framework of CLT, could be used to design adaptive online learning environments to fit the gradual change in learners’ expertise. This paper reviews research on rapid online assessment and provides suggestions on designing adaptive online learning environments and future research in the area.
... The intermixing of extraneous details with relevant illustrations and text (which is common in reading materials designed for beginning readers, see Figure 1-a below) may create a split-attention effect: the learner's visual attention is split between viewing the various illustrations and reading the text (Kalyuga, Chandler, & Sweller, 1999). Only a subset of the information being received concurrently can be selected for further processing in visual working memory. ...
Reading is a critical skill as it provides a gateway for other learning within and outside of school. Many children struggle to acquire this fundamental skill. Suboptimal design of books for beginning readers may be one factor that contributes to the difficulties children experience. Specifically, extraneous details in illustrations (i.e., interesting but irrelevant to the story elements) could promote attentional competition and hamper emerging literacy skills. We used eye-tracking technology to examine this possibility. The results of this study indicated that excluding extraneous details from illustrations in a book for beginning readers reduced attentional competition (indexed by gaze shifts away from text) and improved children's reading comprehension. This study suggests that design of reading materials for children learning to read can be optimized to promote literacy development in children.
... On their part, English hearing participants had longer mean fixation duration in the three-line condition compared to the two-line conditions. This may be interpreted as reflecting more effortful processing (Holmqvist et al., 2011), possibly due to the simul- taneous presentation of dialogue and subtitles with identical words in the participants' mother tongue, resulting in verbal redundancy (Kalyuga, Chandler, & Sweller, 1999;Moreno & Mayer, 2002). ...
The typically recommended maximum number of lines in a subtitle is two. Yet, three-line subtitles are often used in intralingual English-to-English subtitling on television programmes with high information density and fast speech rates. To the best of our knowledge, no prior empirical work has contrasted the processing of three-line with two-line subtitles. In this study, we showed participants one video with two-line subtitles and one with three-line subtitles. We measured the impact of the number of lines on subtitle processing using eye tracking as well as comprehension, cognitive load, enjoyment and preferences. We conducted two experiments with different types of viewers: hearing native speakers of English, Polish and Spanish as well as British hard of hearing and deaf viewers. Three-line subtitles induced higher cognitive load than two-line subtitles. The number of lines did not affect comprehension. Viewers generally preferred two-line over three-line subtitles. The results provide empirical evidence on the processing of two- and three-line subtitles and can be used to inform current subtitling practices.
... 15). In such earlier studies as Kalyuga, Chandler, and Sweller (1999), the subtitles were observed as preventers of learning; however, this study did not find such a hindering effect. ...
This study aims to investigate the effectiveness of the subtitles embedded into either declarative or procedural video on non-native Turkish speakers’ understandings of the content. In addition, their perceived difficulties about and eye behaviors during watching the two videos were explored. There were 40 volunteer international students from various departments. Two experiments were designed to observe how participants’ retention performance changed according to the content given in the videos. As participants individually watching the videos, their eye behavior was recorded for more objective observations about their fixations on either subtitle or main areas of the screen. In this way, their eye behaviors and their retention performance were compared. The findings showed that there were no significant differences in participants’ scores of retention and perceived difficulty regardless of both the video type (declarative vs. procedural) and subtitle existence (subtitled vs. non-subtitled). Moreover, the declarative video was perceived as difficult despite being procedural. The eye movement data analysis showed that in both the video types, the number of fixations on the subtitle AOI and main AOI were high in a parallel way, but when the participants experienced with procedural video, the percentage of fixations on subtitle area increased.
... Multimedia learning is most effective when it includes only content that is relevant and aligned to the instructional objectives (Mayer, 2003). Kalyuga, Chandler and Sweller (1999) found that students learned more when extraneous and redundant information was not included in a multimedia presentation. Learning is most effective when irrelevant information is eliminated because of the brain's limited information processing resources. ...
... In order to measure the dependent variables, students' situational interest will be investigated after each learning task with the help of a questionnaire (Fechner, 2009;van Vorst, 2013). Additionally, students' perceived item difficulty and their perceived mental effort will be surveyed to measure the level of cognitive load (Kalyuga et al., 1999) when working with the tasks. By comparing the results of pre and post content knowledge tests, the learners' knowledge gains will be determined. ...
Learning progressions (LP) have been recently proposed as a key research approach to describe and interpret students’ understanding of core concepts in science. There is an increasing consensus in the science education community on the pivoting role of validated LPs, since they can be useful means to improve teaching practices at different school levels. In this research project we plan to develop and validate a LP that ties together three basic astronomical phenomena: change of seasons, solar and lunar eclipses and Moon phases. This choice is justified by the fact that astronomy topics can motivate and attract students, stimulating their sense of discovery. Moreover, previous research studies have shown that students hold a variety of misconceptions about basic astronomical phenomena.
Multimedia-Assisted Language Learning, 25(3), 88-116. Reading audiobooks and watching videos are the most powerful tools for young EFL learners to improve English proficiency. Despite the widespread use of videos without captions in EFL learning, there have been few studies on its effectiveness compared to audiobooks. A quasi-experimental study explored how audiobooks (reading-while-listening) and videos without captions (viewing-while-listening) enhance Korean EFL elementary students' English proficiency differently. The participants (N = 98) were divided into three treatments that involved reading audiobooks (reading-while-listening), watching videos without captions (viewing-while-listening), or textbook-based English instruction (serving as a control) as their regular English curriculum once or twice per week for three months. Pre-and post-tests were conducted to assess the treatment effects on listening comprehension, reading comprehension, and vocabulary knowledge. The results showed that the audiobook and video groups, which had similar outcomes, significantly increased listening comprehension compared to the control group. However, all three groups improved similarly in reading comprehension and vocabulary knowledge without significant differences. These results suggest that watching English videos without captions can enhance EFL elementary students' English proficiency and is equivalent to reading audiobooks. The pedagogical implications of these results are discussed.
Instructional video in flexible education is a critical knowledge dissemination method using multimedia. Video lectures can produce effective learning when instruction is designed with consideration for the limited and transient information processing capacity of working memory to manage concurrent mental processing in both the auditory and visual channels and generate active processing. Using theories of cognition, this study devised an instructional design (ID) framework for video lectures of varying formats and lengths to enhance the experience of novice learners in an undergraduate course during the COVID-19 pandemic. The ID articulated the complexities and nuances in multimedia teaching and learning. A mixed method study obtained participant (n=180) perceptions about their learning experience and engagement. The study concluded that segmented lectures in various formats positively impacted learning and engagement, with the optimal video lecture length being 5-10 minutes. This chapter discusses the ID elements, viewing practices and engagement in multimedia learning.
Background
Previous work has identified that the benefits of learning with videogames and learning from simulations. However, recent meta‐analytic work has also identified that little research directly compares learning with videogames and learning with simulations.
Objectives
This study examines two learning technologies and their corresponding pedagogical approaches and compares them for learning the Science, Technology, Engineering and Mathematics topic of electric charges.
Methods
Participants were randomly assigned to either an intervention using a computer simulation for inquiry‐based learning or a computer videogame for game‐based learning. Their learning gains, self‐reported emotional state and experienced cognitive load were recorded.
Results
We found that both learning environments improved conceptual learning, and there were no statistically significant differences between the two conditions. Participants did perceive the game‐based environment to be more engaging as well as more frustrating. We also found that cognitive load did not predict learning—however, different types of cognitive load correlated with different emotions. Overall, participants in both conditions were engaged and perceived understanding of the topic, yet they also experienced both confusion and task‐unrelated thoughts.
Takeaways
When learning with simulations and videogames, educators need to align intended learning outcomes with pedagogical approaches enabled by technology. In addition, a balance between principles of multimedia learning to reduce or prevent extraneous processing, and scaffolding to reduce negative effects of learning with technology, need to be considered.
Following the SEC's mandate for iXBRL formatted financial filings, we experimentally investigate the effects of iXBRL filings and tag type (matching or non-matching) on managers' decisions. iXBRL filings facilitate information search and information match by allowing users to view XBRL data in HTML filings, while XBRL filings facilitate information search only because they do not include this integration with human-readable HTML filings. Matching tags consistently tag data across firms and disclosures, which should facilitate inter-firm comparisons and improve decision making relative to non-matching tags. Drawing on cognitive load theory, we find that managers make more (less) effective decisions when presented with financial information formatted in iXBRL (XBRL) and when tags match (do not match). Moderated-mediation analysis reveals that managers' cognitive load mediates the relationship between iXBRL disclosure format and decision effectiveness, but only for non-matching tags. We discuss implications for practice and research.
Data Availability: Contact the authors.
Generally speaking, the Information and Communication Technologies (ICT) have had defining contributions in many fields (e.g. economic, social, science and culture).
From the didactic and scientific activities of the candidate it also results a certain interdisciplinary effort evidenced by several fields and themes of scientific interest in connection with which certain solutions and technologies have been implemented.
The habilitation thesis can be seen at the same time as a sum of a significant part of the candidate's research activity after the doctoral dissertation (December 12, 2008) entitled "DECISION SUPPORT SYSTEMS IN KNOWLEDGE SOCIETY" at Alexandru Ioan Cuza University of Iaşi, Faculty of Economics and Business Administration, confirmed also by the PhD title conferred by the Order of the Minister of Education, Research, Youth and Sports no. 3658 from April 10, 2009.
The results of the candidate's research activity have been carefully selected starting from the specificity of the field of Business Information Systems and they can be considered relevant in terms of importance and originality. They have been developed considering four main research areas with a direct correspondent in the names of sub-chapters 1.1.1 - 1.1.4.
The content of the habilitation thesis was structured in accordance with the specifications of the Order of the Minister of Education and Scientific Research no. 3121 from January 27, 2015, namely:
“ARTICLE NO. 6 (1) The habilitation thesis presents:
a) Briefly and in a documented way the main scientific results obtained by the candidate in the scientific, didactic, sporting, artistic, after conferring the PhD title in the field of doctorate concerned, indicating the evolution of the academic, scientific and professional career, as well as the main directions of its development in the global context of the significant and up-to-date scientific achievements in the specialty field of the author of the habilitation thesis;
b) The candidate's individual ability to: coordinate research teams, organize and manage teaching activities, explain and facilitate learning and research.
(2) The candidate may choose to write the habilitation thesis in Romanian, in which case it will be accompanied by a summary in English or in a foreign language of international wide circulation, in which case it will be accompanied by a summary in Romanian.”
Chapter 1 highlights the main results of scientific research obtained through personal contributions grouped in those four directions with a direct correspondent in the names of sub-chapters 1.1.1 - 1.1.4, namely: Development and implementation of on premises and cloud-based interactive simulation tools; Development of interactive tutorials, documentations and emulators; Securing reporting tools by developing custom cryptosystems; Predictive and descriptive and Business Intelligence. Chapter 1 also contains a presentation of some details concerning the relevance, impact and actuality of the aforementioned contributions. Thus, the most relevant publications (after presenting the doctoral thesis) dealing with subjects in the field of economic sciences and business administration, in which the direct results grouped in the four directions above on the theme of “information and communication technologies to support economic decision-making” have been materialized are:
- a book at a national publisher recognized by UEFISCDI;
- over 15 articles in BDI indexed journals recognized by UEFISCDI, of which 7 in ERIH + indexed journals;
- over 10 articles in volumes of international conferences indexed by ISI Thomson Reuters;
- and 5 articles dealing with topics in the aforementioned field, published in ISI Thomson Reuters indexed journals and having the Article Influence Score (AIS) > 0 of which 2 have the AIS above 0.15 and are in the Science JCR category (multiplier = 6) and the other 3 have the AIS between 0 and 0.15 and are part of the Core Economics JCR category (multiplier = 10).
Chapter 1 ends with the presentation of several actual arguments on the candidate's skills in the following areas: team coordination, organization and management of teaching activities as well as explaining and facilitating learning and research.
These skills were acquired through involvement in 11 projects (6 of them are of research type from which one of the CNCSIS TD type - director and 5 of human resources development type, 2 of which as assistant manager and 3 as IT expert): Of the 11 above, 8 were held after the doctoral thesis. Of the aforementioned 8, 3 were research projects in which the candidate was involved as assistant manager (ANCS-CNMP PNII project), member (TE UEFISCDI type project - researcher) and director (UAIC internal grant), respectively.
Chapter 2 contains a brief history as well as a synthetic projection, both on the academic, scientific and professional career of the candidate. The first part of this subchapter also contains some details related to the master dissertation theses coordinated so far by the candidate. Chapters 3 and 4 contain the conclusions of the paper and the bibliographic elements. This habilitation thesis brings a small contribution to the body of knowledge at least in the following areas: management, statistics, business information systems, decision support systems, business intelligence, databases, programming and computer networks, geographic information systems and educational sciences.
Since underlying hardware components form the basis of trust in virtually any computing system, security failures in hardware pose a devastating threat to our daily lives. Hardware reverse engineering is commonly employed by security engineers in order to identify security vulnerabilities, to detect IP violations, or to conduct very-large-scale integration (VLSI) failure analysis. Even though industry and the scientific community demand experts with expertise in hardware reverse engineering, there is a lack of educational offerings, and existing training is almost entirely unstructured and on the job. To the best of our knowledge, we have developed the first course to systematically teach students hardware reverse engineering based on insights from the fields of educational research, cognitive science, and hardware security. The contribution of our work is threefold: (1) we propose underlying educational guidelines for practice-oriented courses which teach hardware reverse engineering; (2) we develop such a lab course with a special focus on gate-level netlist reverse engineering and provide the required tools to support it; (3) we conduct an educational evaluation of our pilot course. Based on our results, we provide valuable insights on the structure and content necessary to design and teach future courses on hardware reverse engineering.
Visuospatial processing is key to learn and perform professionally in the domains of health and natural sciences. As such, there is accumulating research showing the importance of visuospatial processing for education in diverse health sciences (e.g., medicine, anatomy, surgery) and in many natural sciences (e.g., biology, chemistry, physics, geology). In general, visuospatial processing is treated separately as (a) spatial ability and (b) working memory with visuospatial stimuli. This book attempts to link these two research perspectives and present visuospatial processing as the cognitive activity of two components of working memory (mostly the visuospatial sketch pad, and also the central executive), which allows to perform in both spatial ability and working memory tasks.
Focusing on university education in the fields of health sciences and natural sciences, the chapters in this book describe the abilities of mental rotation, mental folding, spatial working memory, visual working memory, among others, and how different variables affect them. Some of these variables, thoroughly addressed in the book, are sex (gender), visualizations, interactivity, cognitive load, and embodiment. The book concludes with a chapter presenting VAR, a battery of computer-based tests to measure different tasks entailing visuospatial processing.
With contributions by top educational psychologists from around the globe, this book will be of interest to a broad array of readers across the disciplines.
Recent research has shown that reducing the perceptual fluency of shape processing can be an effective means for overcoming the interference of the More A-More B intuitive rule among grade 3 students in a perimeter comparison task. From the perspective of cognitive load, the current study focused on the mechanism of perceptual fluency on overcoming the interference of the More A-More B intuitive rule among grade 3 students in a perimeter comparison task. The existing studies have suggested that perceptual disfluency will inevitably increase ECL in the task-solving process and thus potentially detrimental toward learning. However, we could argue that overcoming the interference of the More A-More B intuitive rule in the disfluent condition could be interpreted as a simultaneous increase in cognitive GCL. Because of the theoretically complementary relationship between ECL and GCL, two experiments were designed to respectively examine ECL and GCL under different perceptual fluency conditions in the perimeter comparison task. Experiment 1 (N = 33) used a dual-task paradigm to examine participants’ ECL, manipulating the clarity of shapes. The results indicated that participants experienced significantly less interference from the More A-More B intuitive rule under the low-perceptual-fluency condition than under the high-perceptual-fluency condition, while ECL was significantly higher under the former condition than under the latter one. Experiment 2 (N = 72) explored GCL in the perimeter comparison task through a self-designed transfer test, using an identical manipulation method of perceptual fluency as in experiment 1. Compared to the high-perceptual-fluency group, participants in the low-perceptual-fluency group performed significantly better in the perimeter comparison task and transfer test. It was concluded that low perceptual fluency resulted in participants’ ECL while at the same time producing GCL during completion of the perimeter comparison task.
Zur formativen Diagnostik experimenteller Performanzen kann man, als einen Ansatz, Selbstbeurteilungen der Schüler/innen nutzen. Diese Selbstbeurteilungen können die Beobachtungen der Lehrkräfte ergänzen oder für selbstregulierte Lernprozesse genutzt werden. Voraussetzung ist, dass die Selbstbeurteilungen genau sind. Davon ist nicht ohne Weiteres auszugehen, weil es individuelle Unterschiede bei der Genauigkeit gibt, mit der die eigene experimentelle Performanz beurteilt wird. Folglich stellt sich die Frage, ob und wie man diejenigen Schüler/innen identifizieren kann, die ihre eigene Performanz genau beurteilen können. Dafür könnten sich personenbedingte Variablen, wie z. B. Gewissenhaftigkeitt oder Fachwissen, anbieten.
Background: Considering the assumptions of cognitive load theory and using its reduction and optimization strategies in the design and development of instructional content is one of the main requirements for achieving effective learning. This study examined the effectiveness of instructional multimedia based on reducing the extraneous cognitive load in English language learning among Nursing students.
Methods: In this study, pretest-posttest design with control group was used. The population included all the undergraduate students of Nursing at Alborz University of Medical Sciences in the academic year 2015-2016. Of these, 36 students were selected through a convenience sampling procedure and were randomly assigned to either of two groups in the study: control (n=17) and experimental (n=19). The instruments included instructional multimedia lessons and English grammar tests (pretest and posttest). For data analyses, an analysis of covariance (ANCOVA) was applied.
Results: The results showed that the experimental group outperformed the control group on the posttest. This indicated that the instructional multimedia designed based on the reduction of extraneous cognitive load enhanced the learning rate of experimental group when compared to that of the control group.
Conclusions: Using instructional multimedia based on the reduction of extraneous cognitive load helps improve learning by lowering the extraneous cognitive load learners experience during the process of learning.
Although digital interactive technology offers innovative, scarcely explored types of instruction, conventional analog paper booklets remain the main instruction format for children's construction play. We examined how a fan-built, digital interactive instructions prototype affected children's construction play compared to an analog booklet. We studied two LEGO building tasks among 20 eight-nine year-old boys. Ten used the prototype on an iPad, 10 the booklet. Using a quasi-experimental research design built on cognitive load theory, we found notable differences in the two construction play processes. Participants with the analog booklet had a faster, more fluent process, while the digital prototype group was more often distracted and seeking help. We propose basic design recommendations for digital interactive instructions for children's construction play, i.e., include a rotational feature, animations, pace control, few buttons, and realistic colors.
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