The Experts below are selected from a list of 297 Experts worldwide ranked by ideXlab platform
Richard E Mayer - One of the best experts on this subject based on the ideXlab platform.
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designing Multimedia Instruction in anatomy an evidence based approach
Clinical Anatomy, 2020Co-Authors: Richard E MayerAbstract:This paper summarizes 10 research-based principles for how to design effective Multimedia Instruction in medical education involving anatomy. Clin. Anat. 32:2-11, 2019. © 2018 Wiley Periodicals, Inc.
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benefits of emotional design in Multimedia Instruction
Learning and Instruction, 2014Co-Authors: Richard E Mayer, Gabriel EstrellaAbstract:Emotional design of Multimedia Instruction involves making the essential elements in the lesson's graphics more appealing, such as by rendering them with human-like features and with distinct, appealing colors (Um, Plass, Hayward, & Homer, 2012). College students received an 8-slide Multimedia lesson on how a virus causes a cold for 5 min (Experiment 1) or for as long as they wanted (Experiment 2). For the control group, the graphics consisted of simple black-and-white drawings in which the host cell was represented as a large circle, and the virus was represented as a small circle with small spikes on the outside and a rectangle on the inside. For the enhanced group, the graphics were redrawn to render the host cell as a red face with expressive eyes (registering surprise, fear, and sickness at various stages in the process), and the virus as a blue face with fierce eyes and with a green dot at the end of each of the blue tentacles surrounding the virus face. The enhanced group performed better than the control group on a subsequent learning test (d ¼ 0.69 in Experiment 1, d ¼ 0.65 in Experiment 2) and gave higher effort ratings in Experiment 1 (d ¼ 0.65) but not in Experiment 2 (d ¼� 0.10). The findings are generally consistent with the cognitive affective theory of learning with media, and point to the importance of incorporating motivation into cognitive theories of Multimedia learning.
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applying the science of learning to Multimedia Instruction
Psychology of Learning and Motivation, 2011Co-Authors: Richard E MayerAbstract:Abstract Multimedia Instruction refers to learning environments that contain both words and pictures with the intention to promote learning, such as illustrated textbooks, narrated slideshow presentations, online narrated animations, and educational computer games. The design of effective Multimedia Instruction should be guided by the science of learning (i.e., the scientific study of how people learn), the science of assessment (i.e., the scientific study of how to know what people learn), and the science of Instruction (i.e., the scientific study of how to help people learn). Concerning the science of learning, the cognitive theory of Multimedia learning is based on three principles from cognitive science (i.e., dual channels, limited capacity, and active processing); five cognitive processes during learning (i.e., selecting words and pictures, organizing words and pictures, and integrating); and five kinds of representations during learning (i.e., external representations, sensory copies in sensory memory, images and sounds in working memory, pictorial and verbal models in working memory, and knowledge in long-term memory). Concerning the science of assessment, the focus is on transfer in the context of three kinds of learning outcomes (i.e., no learning, rote learning, and meaningful learning); experimental comparisons of Instructional effectiveness, including the role of effect size; and individual differences in learning, including the role of prior knowledge. Concerning the science of Instruction, the triarchic theory of Multimedia Instruction distinguishes among three goals in Instruction and corresponding research-based techniques—reducing extraneous processing, managing essential processing, and fostering generative processing. Applying the science of learning to Multimedia Instruction is a success story for educational psychology, pointing to the reciprocal relation between cognitive psychology and educational practice.
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introduction to Multimedia learning
2009Co-Authors: Richard E MayerAbstract:People learn better from words and pictures than from words alone. This hypothesis is the basis for the promise of Multimedia learning. Multimedia Instruction consists of words and pictures rather than words alone. How can we design Multimedia Instruction that improves learner understanding of the presented material? This is the central question addressed in this book. Chapter 1 explores the promise of Multimedia learning by offering definitions of key terms and by examining fundamental distinctions that will help you understand research on Multimedia learning. A key distinction is between two goals of Multimedia research – to contribute to Instructional practice (i.e., the science of Instruction) and to contribute to learning theory (i.e., the science of learning). The Multimedia design principles presented in this book are intended to address both goals and reflect an example of what Stokes (1997, p. 73) calls “use-inspired basic research.” Chapter 2 explores the science of Instruction by summarizing the methods we used to test the Instructional design principles described in this book. The chapter gives you examples of the Multimedia lessons and tests we used, including computer-based narrated animation, paper-based annotated illustrations, and computer-based games and simulations. I also show you how we created experimental comparisons in which we compared the test performance of a group that learned from a Multimedia lesson containing a to-be-tested feature versus a group that learned from the lesson without the feature.
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Multimedia learning the science of Instruction determining what works in Multimedia learning
2009Co-Authors: Richard E MayerAbstract:The science of Instruction is concerned with evidence-based principles for how to help people learn. Evidence-based practice occurs when Instructional practice is based on research evidence. A Multimedia Instructional message is a communication using words and pictures that are intended to promote learning. In our research, examples of Multimedia Instructional messages include paper-based printed text and illustrations or computer-based narration and animation that explain how lightning storms develop, how car braking systems work, and how bicycle tire pumps work; and interactive computer simulation games that teach topics such as environmental science. In our research, learning outcomes are assessed with transfer tests that provide a quantitative measure of the learner's ability to use what was learned in new situations. An Instructional method is a way of presenting a lesson. Overall, we examine the effectiveness of twelve Instructional methods for promoting Multimedia learning – coherence, signaling, redundancy, spatial contiguity, temporal contiguity, segmenting, pre-training, modality, Multimedia, personalization, voice, and image. Our methodology involves conducting scores of experimental comparisons in which we compare the mean transfer test score of students who learned with an Instructional feature to the performance of students who learned without the feature. To standardize the comparisons, we compute the effect size. Obtaining large effect sizes across a series of experimental comparisons helps determine what works in Multimedia Instruction.
Roxana Moreno - One of the best experts on this subject based on the ideXlab platform.
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Nine ways to reduce cognitive load in Multimedia learning
Educational Psychologist, 2003Co-Authors: Richard E Mayer, Roxana MorenoAbstract:First, we propose a theory of Multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building con-nections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of Multimedia learning, we examine the concept of cognitive over-load in which the learner's intended cognitive processing exceeds the learner's available cogni-tive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our re-search results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of Multimedia Instruction.
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animation as an aid to Multimedia learning
Educational Psychology Review, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:How can animation be used to promote learner understanding of scientific and mathematical explanations? In this review, we examine the role of animation in Multimedia learning (including Multimedia Instructional messages and microworld games), present a cognitive theory of Multimedia learning, and summarize our program of research, which has yielded seven principles for the use of animation in Multimedia Instruction. These include the Multimedia principle (present animation and narration rather than narration alone), spatial contiguity principle (present on-screen text near rather than far from corresponding animation), temporal contiguity principle (present corresponding animation and narration simultaneously rather than successively), coherence principle (exclude extraneous words, sounds, and video), modality principle (present animation and narration rather than animation and onscreen text), redundancy principle (present animation and narration rather than animation, narration, and on-screen text), and personalization principle (present words in conversational rather than formal style). Animation can promote learner understanding when used in ways that are consistent with the cognitive theory of Multimedia learning.
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verbal redundancy in Multimedia learning when reading helps listening
Journal of Educational Psychology, 2002Co-Authors: Roxana Moreno, Richard E MayerAbstract:Three studies investigated whether and under what conditions the addition of on-screen text would facilitate the learning of a narrated scientific Multimedia explanation. Students were presented with an explanation about the process of lightning formation in the auditory alone (nonredundant) or auditory and visual (redundant) modalities. In Experiment 1, the effects of preceding the nonredundant or redundant explanation with a corresponding animation were examined. In Experiment 2, the effects of presenting the nonredundant or redundant explanation with a simultaneous or a preceding animation were compared. In Experiment 3, environmental sounds were added to the nonredundant or redundant explanation. Learning was measured by retention, transfer, and matching tests. Students better comprehended the explanation when the words were presented auditorily and visually rather than auditorily only, provided there was no other concurrent visual material. The overall pattern of results can be explained by a dual-processing model of working memory, which has implications for the design of Multimedia Instruction.
John Sweller - One of the best experts on this subject based on the ideXlab platform.
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the split attention principle in Multimedia learning
2005Co-Authors: Paul Ayres, John SwellerAbstract:Abstract The split-attention principle states that when designing Instruction, including Multimedia Instruction, it is important to avoid formats that require learners to split their attention between, and mentally integrate, multiple sources of information. Instead, materials should be formatted so that disparate sources of information are physically and temporally integrated thus obviating the need for learners to engage in mental integration. By eliminating the need to mentally integrate multiple sources of information, extraneous working memory load is reduced, freeing resources for learning. This chapter provides the theoretical rationale, based on cognitive load theory, for the split-attention principle, describes the major experiments that establish the validity of the principle, and indicates the Instructional design implications when dealing with Multimedia materials. Definition of Split-Attention Instructional split-attention occurs when learners are required to split their attention between and mentally integrate several sources of physically or temporally disparate information, where each source of information is essential for understanding the material. Cognitive load is increased by the need to mentally integrate the multiple sources of information. This increase in extraneous cognitive load (see chapter 2) is likely to have a negative impact on learning compared to conditions where the information has been restructured to eliminate the need to split attention. Restructuring occurs by physically or temporally integrating disparate sources of information to eliminate the need for mental integration. The split-attention effect occurs when learners studying integrated information outperform learners studying the same information presented in split-attention format. The split-attention principle flows from the split-attention effect.
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when auditory presentations should and should not be a component of Multimedia Instruction
Applied Cognitive Psychology, 2003Co-Authors: Wayne Leahy, Paul Chandler, John SwellerAbstract:SUMMARY Based on cognitive load theory, two experiments investigated the conditions under which audiovisualbased Instruction may be an effective or an ineffective Instructional technique. Results from Experiment 1 indicated that visual with audio presentations were superior to equivalent visual-only presentations. In this experiment, neither the auditory nor the visual material could be understood in isolation. Both sources of information were interrelated and were essential to render the material intelligible. In contrast, Experiment 2 demonstrated that a non-essential explanatory text, presented aurally with similar written text contained in a diagram, hindered learning. This result was obtained because when compared to a diagram only format, the aural material was unnecessary and therefore created a redundancy effect. Differences between groups were stronger when information was high in complexity. It was concluded that the effectiveness of Multimedia Instruction depends very much on how and when auditory information is used. Copyright # 2003 John Wiley & Sons, Ltd.
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incorporating learner experience into the design of Multimedia Instruction
Journal of Educational Psychology, 2000Co-Authors: Slava Kalyuga, Paul Chandler, John SwellerAbstract:In Experiment 1, inexperienced trade apprentices were presented with one of four alternative Instructional designs: a diagram with visual text, a diagram with auditory text, a diagram with both visual and auditory text, or the diagram only. An auditory presentation of text proved superior to a visual-only presentation but not when the text was presented in both auditory and visual forms. The diagram-only format was the least intelligible to inexperienced learners. When participants became more experienced in the domain after two specifically designed training sessions, the advantage of a visual diagram-auditory text format disappeared. In Experiment 2, the diagram-only group was compared with the audio-text group after an additional training session. The results were the reverse of those of Experiment 1: The diagram-only group outperformed the audio-text group. Suggestions are made for Multimedia Instruction that takes learner experience into consideration. The experiments reported in this article were designed to test some hypotheses generated on the basis of cognitive load theory (see Sweller, 1999, and Sweller, van Merrienboer, & Paas, 1998, for a recent review of the theoretical model). Central to the theory is the notion that working memory limitations should be a major consideration when designing Instruction. Although working memory considerations are often overlooked, storage and processing limita
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managing split attention and redundancy in Multimedia Instruction
Applied Cognitive Psychology, 1999Co-Authors: Slava Kalyuga, Paul Chandler, John SwellerAbstract: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.
Roland Brünken - One of the best experts on this subject based on the ideXlab platform.
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emotional text design in Multimedia learning a mixed methods study using eye tracking
Computers in Education, 2018Co-Authors: Lisa Stark, Roland Brünken, Babette ParkAbstract:Abstract The present study investigated an extension of the emotional design hypothesis in Multimedia learning for textual parts of Multimedia Instruction. In an one-factorial experimental mixed-methods design with three groups, participants learned with Multimedia Instruction incorporating a positive or negative emotional text design or the original learning text. Both the positive and negative emotional text design led to better learning outcomes compared with the control group. Further, the emotional text design facilitated elaboration processes but suppressed metacognitive processes during learning. Learners’ emotional state was not affected by a positive emotional text design, but participants in the group with the negative emotional text design showed a worse emotional state after learning. Qualitative data showed that even though both emotional text designs facilitated learning, cognitive mechanisms for these effects differed between the groups. Results of the present study support the extension of the emotional design hypotheses with regard to textual parts of learning environments.
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emotional design and positive emotions in Multimedia learning
Computers in Education, 2015Co-Authors: Babette Park, Jan L Plass, Lisa Knorzer, Roland BrünkenAbstract:The present eyetracking study examined the influence of emotions on learning with Multimedia. Based on a 2?×?2 experimental design, participants received experimentally induced emotions (positive vs. neutral) and then learned with a Multimedia Instructional material, which was varied in its design (with vs. without anthropomorphisms) to induce positive emotions and facilitate learning. Learners who were in a positive emotional state before learning had better learning outcomes in comprehension and transfer tests and showed longer fixation durations on the text information of the learning environment. Although anthropomorphisms in the learning environment did not induce positive emotions, the eyetracking data revealed that learners' attention was captured by this design element. Hence, learners in a positive emotional state who learned with the learning environment that included anthropomorphisms showed the highest learning outcome and longest fixation on the relevant information of the Multimedia Instruction. Results indicate an attention arousing effect of expressive anthropomorphisms and the relevance of emotional states before learning. The present eyetracking study examined the influence of emotions on learning with Multimedia.Emotional design and the induction of emotions were varied in a Multimedia Instruction.Learners with positive emotional state show better learning outcomes and longer fixation durations on text information.Positive emotional state and emotional design led to the highest learning outcome and longest fixation on relevant material.Results indicate attention arousing effects of anthropomorphisms and the relevance of emotional states before learning.
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Direct measurement of cognitive load in Multimedia learning
Educational Psychologist, 2003Co-Authors: Roland Brünken, Jan L Plass, Detlev LeutnerAbstract:Cognitive load theory (CLT) is gaining increasing importance in the design and evaluation of in-struction, both traditional and technology based. Although it is well understood as a theoretical construct, the measurement of cognitive load induced by Instructional materials in general, and by Multimedia Instruction in particular, mainly relies on methods that are either indirect, subjec-tive, or both. Integrating aspects of CLT, working memory research, and cognitive theories of Multimedia learning, we describe the conceptual basis and practical implementation of a dual-task approach to the direct measurement of cognitive load in Multimedia learning. This computer-based instrument provides a direct and objective measure that overcomes many of the shortcomings of other indirect and subjective methods that will enable researchers to validate empirically theoretical predictions of CLT.
Jan L Plass - One of the best experts on this subject based on the ideXlab platform.
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emotional design and positive emotions in Multimedia learning
Computers in Education, 2015Co-Authors: Babette Park, Jan L Plass, Lisa Knorzer, Roland BrünkenAbstract:The present eyetracking study examined the influence of emotions on learning with Multimedia. Based on a 2?×?2 experimental design, participants received experimentally induced emotions (positive vs. neutral) and then learned with a Multimedia Instructional material, which was varied in its design (with vs. without anthropomorphisms) to induce positive emotions and facilitate learning. Learners who were in a positive emotional state before learning had better learning outcomes in comprehension and transfer tests and showed longer fixation durations on the text information of the learning environment. Although anthropomorphisms in the learning environment did not induce positive emotions, the eyetracking data revealed that learners' attention was captured by this design element. Hence, learners in a positive emotional state who learned with the learning environment that included anthropomorphisms showed the highest learning outcome and longest fixation on the relevant information of the Multimedia Instruction. Results indicate an attention arousing effect of expressive anthropomorphisms and the relevance of emotional states before learning. The present eyetracking study examined the influence of emotions on learning with Multimedia.Emotional design and the induction of emotions were varied in a Multimedia Instruction.Learners with positive emotional state show better learning outcomes and longer fixation durations on text information.Positive emotional state and emotional design led to the highest learning outcome and longest fixation on relevant material.Results indicate attention arousing effects of anthropomorphisms and the relevance of emotional states before learning.
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interactivity in Multimedia learning an integrated model
Computers in Human Behavior, 2010Co-Authors: Steffi Domagk, Ruth N Schwartz, Jan L PlassAbstract:What does interactivity entail? What factors need to be taken into account in the design of interactive systems? Although interactivity is a widely used term accorded great prominence in discussions of Multimedia learning, even a preliminary look at the literature suggests that how interactivity is defined, and what benefits it may offer, are not at all clear. The goal of this article is therefore to clarify the concept of interactivity. We present a unifying model that includes the user, the learning environment, and a system of connections and concepts that together make up interactivity. Such a model can help inform research, discussion, and design decisions on interactive Multimedia Instruction.
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Direct measurement of cognitive load in Multimedia learning
Educational Psychologist, 2003Co-Authors: Roland Brünken, Jan L Plass, Detlev LeutnerAbstract:Cognitive load theory (CLT) is gaining increasing importance in the design and evaluation of in-struction, both traditional and technology based. Although it is well understood as a theoretical construct, the measurement of cognitive load induced by Instructional materials in general, and by Multimedia Instruction in particular, mainly relies on methods that are either indirect, subjec-tive, or both. Integrating aspects of CLT, working memory research, and cognitive theories of Multimedia learning, we describe the conceptual basis and practical implementation of a dual-task approach to the direct measurement of cognitive load in Multimedia learning. This computer-based instrument provides a direct and objective measure that overcomes many of the shortcomings of other indirect and subjective methods that will enable researchers to validate empirically theoretical predictions of CLT.