The Experts below are selected from a list of 211803 Experts worldwide ranked by ideXlab platform
Richard E Mayer - One of the best experts on this subject based on the ideXlab platform.
-
aids to computer based multimedia learning
Learning and Instruction, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:Abstract Computer-based multimedia learning environments — consisting of pictures (such as animation) and words (such as narration) — offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive Theory of multimedia learning which draws on dual coding Theory, cognitive load Theory, and constructivist learning Theory. Based on the Theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multimedia explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory narration than as visual on-screen text. The redundancy principle is that it is better to present animation and narration than to present animation, narration, and on-screen text. By beginning with a cognitive Theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages.
-
Aids to computer-based multimedia learning
Learning and Instruction, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:Computer-based multimedia learning environments - consisting of pictures (such as animation) and words (such as narration) - offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive Theory of multimedia learning which draws on dual coding Theory, cognitive load Theory, and constructivist learning Theory. Based on the Theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multi-media explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory narration than as visual on-screen text. The redundancy principle is that it is better to present animation and narration than to present animation, narration, and on-screen text. By beginning with a cognitive Theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages. © 2001 Elsevier Science Ltd. All rights reserved.
-
For Whom Is a Picture Worth a Thousand Words? Extensions of a Dual-Coding Theory of Multimedia Learning
Journal of Educational Psychology, 1994Co-Authors: Richard E Mayer, Valerie K. SimsAbstract:In 2 experiments, high- and low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Experiment 1) or of the human respiratory system (Experiment 2). The concurrent group generated more creative solutions to subsequent transfer problems than did the successive group; this contiguity effect was strong for high- but not for low-spatial ability students. Consistent with a Dual-Coding Theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material, whereas low-spatial ability learners must devote more cognitive resources to building representation connections between visually presented material and its visual representatio
Roxana Moreno - One of the best experts on this subject based on the ideXlab platform.
-
aids to computer based multimedia learning
Learning and Instruction, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:Abstract Computer-based multimedia learning environments — consisting of pictures (such as animation) and words (such as narration) — offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive Theory of multimedia learning which draws on dual coding Theory, cognitive load Theory, and constructivist learning Theory. Based on the Theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multimedia explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory narration than as visual on-screen text. The redundancy principle is that it is better to present animation and narration than to present animation, narration, and on-screen text. By beginning with a cognitive Theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages.
-
Aids to computer-based multimedia learning
Learning and Instruction, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:Computer-based multimedia learning environments - consisting of pictures (such as animation) and words (such as narration) - offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive Theory of multimedia learning which draws on dual coding Theory, cognitive load Theory, and constructivist learning Theory. Based on the Theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multi-media explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory narration than as visual on-screen text. The redundancy principle is that it is better to present animation and narration than to present animation, narration, and on-screen text. By beginning with a cognitive Theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages. © 2001 Elsevier Science Ltd. All rights reserved.
David C Krakauer - One of the best experts on this subject based on the ideXlab platform.
-
dual coding Theory explains biphasic collective computation in neural decision making
Frontiers in Neuroscience, 2017Co-Authors: Bryan C Daniels, Jessica C Flack, David C KrakauerAbstract:A central question in cognitive neuroscience is how unitary, coherent decisions at the whole organism level can arise from the distributed behavior of a large population of neurons with only partially overlapping information. We address this issue by studying neural spiking behavior recorded from a multielectrode array with 169 channels during a visual motion direction discrimination task. It is well known that in this task there are two distinct phases in neural spiking behavior. Here we show Phase I is a distributed or incompressible phase in which uncertainty about the decision is substantially reduced by pooling information from many cells. Phase II is a redundant or compressible phase in which numerous single cells contain all the information present at the population level in Phase I, such that the firing behavior of a single cell is enough to predict the subject's decision. Using an empirically grounded dynamical modeling framework, we show that in Phase I large cell populations with low redundancy produce a slow timescale of information aggregation through critical slowing down near a symmetry-breaking transition. Our model indicates that increasing collective amplification in Phase II leads naturally to a faster timescale of information pooling and consensus formation. Based on our results and others in the literature, we propose that a general feature of collective computation is a `coding duality' in which there are accumulation and consensus formation processes distinguished by different timescales.
Valerie K. Sims - One of the best experts on this subject based on the ideXlab platform.
-
For Whom Is a Picture Worth a Thousand Words? Extensions of a Dual-Coding Theory of Multimedia Learning
Journal of Educational Psychology, 1994Co-Authors: Richard E Mayer, Valerie K. SimsAbstract:In 2 experiments, high- and low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Experiment 1) or of the human respiratory system (Experiment 2). The concurrent group generated more creative solutions to subsequent transfer problems than did the successive group; this contiguity effect was strong for high- but not for low-spatial ability students. Consistent with a Dual-Coding Theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material, whereas low-spatial ability learners must devote more cognitive resources to building representation connections between visually presented material and its visual representatio
John K Gilbert - One of the best experts on this subject based on the ideXlab platform.
-
students visualization of diagrams representing the human circulatory system the use of spatial isomorphism and representational conventions
International Journal of Science Education, 2015Co-Authors: M W Cheng, John K GilbertAbstract:This study investigated students' interpretation of diagrams representing the human circulatory system. We conducted an interview study with three students aged 14–15 (Year 10) who were studying biology in a Hong Kong school. During the interviews, students were asked to interpret diagrams and relationships between diagrams that represented aspects of the circulatory system. All diagrams used in the interviews had been used by their teacher when teaching the topic. Students' interpretations were expressed by their verbal response and their drawing. Dual coding Theory was used to interpret students' responses. There was evidence that one student relied on verbal recall as a strategy in interpreting diagrams. It was found that students might have relied unduly on similarities in spatial features, rather than on deeper meanings represented by conventions, of diagrams when they associated diagrams that represented different aspects of the circulatory system. A pattern of students' understanding of structure–b...
-
Students' Visualization of Metallic Bonding and the Malleability of Metals
International Journal of Science Education, 2013Co-Authors: M W Cheng, John K GilbertAbstract:This study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14–15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. Dual coding Theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of th...
