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Jan L Plass - One of the best experts on this subject based on the ideXlab platform.
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Interactivity in Multimedia Learning
2020Co-Authors: Jan L Plass, Ruth N. Schwartz, Steffi HeidigAbstract:Synonyms Interactive Learning systems; Interactive media; Interactive multimodal Learning environments Definition The literature on Multimedia Learning offers a number of definitions of interactivity, each emphasizing different aspects of the concept. This inconsistency is due in part to the fact that the term interactivity is used in a broad range of fields, including advertising, the arts, information systems, communication, marketing, and educational psychology. Across these fields, three main approaches can be distinguished: (1) interaction in human communication, stemming from a sociological tradition, (2) computer-mediated human communication, originating in mass communication approaches, and (3) human–computer interaction, derived from computer science but also applied in the field of educational technology and the Learning sciences. Definitions from these different perspectives agree that interactivity requires two fundamental conditions: (1) at least two participants must interact with each other, and (2) the actions of these participants must include an element of reciprocity, that is, change needs to occur on both sides: The actions of one party trigger responses from the other, which lead in turn to changes in the first. Johnson, Bruner & Kumar (2006) further specify that it is not only reciprocity that is required for interactivity, but also responsiveness – actions and reactions on both sides must be related, relevant, and sustain the continuity of the interaction. In the context of Multimedia Learning, defining interactivity from the perspective of human–computer interaction seems most appropriate. Applying the two fundamental conditions of interactivity identified above allows for a general definition of the concept of interactivity:
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cognitive and affective processes in Multimedia Learning
Learning and Instruction, 2014Co-Authors: Babette Park, Jan L Plass, Roland BrünkenAbstract:Abstract This special section focuses on cognitive and affective processes in Multimedia Learning in a range of Learning domains. Expanding previous research that has taken a predominantly cognitive perspective of Multimedia Learning, recent studies have begun to consider affective aspects of Multimedia Learning with the aim of integrating emotion, motivation, and other affective variables into cognitive processing models. The articles included in this special section are examples of the various ways in which the cognitive perspective can be enhanced by taking affective aspects of Learning into account. Investigations range from the study of confusion as an affective state that can be beneficial to Learning, and the consideration of the potential distracting or motivating function of decorative illustrations, to an inquiry into how visual design can induce positive emotions in learners. The results of the studies included in this section are in line with Moreno's Cognitive-Affective Theory of Learning with Media (CATLM; Moreno, 2006 ) and show how emotion and interest facilitate cognitive processing and improve cognitive and affective outcomes.
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emotional design in Multimedia Learning
Journal of Educational Psychology, 2012Co-Authors: Eunjoon Rachel Um, Jan L Plass, Elizabeth O Hayward, Bruce D HomerAbstract:Can Multimedia Learning environments be designed to foster positive emotions that will improve Learning and related affective outcomes? College students (N 118) were randomly assigned to 4 conditions created by 2 factors related to learners’ emotion: external mood induction (positive vs. neutral emotions) and emotional design induction (positive vs. neutral emotions). A computer-based lesson on the topic of immunization was used as Multimedia Learning material. Results indicate that applying emotional design principles to Learning materials can induce positive emotions and that positive emotions in Multimedia-based Learning facilitate cognitive processes and Learning. Controlling for the germane load of the materials, the internal induction of positive emotions through design of the materials increased comprehension and transfer, whereas the external induction of positive emotions through mood induction enhanced transfer but not comprehension. Positive emotions induced through mood induction significantly increased the amount of learners’ reported mental effort, whereas positive emotional design reduced the perceived difficulty of the Learning task. Positive emotions increased motivation, satisfaction, and perception toward the materials. Mediation analyses suggest that the effect of positive emotions induced externally was mediated by both motivation and mental effort but found no mediators for emotion induced via emotional design, suggesting that positive emotional design has a more direct impact on Learning than externally induced emotions. The study suggests that emotions should be considered an important factor in the design of Multimedia Learning materials.
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The Effect of Positive Emotions on Multimedia Learning
2007Co-Authors: Eunjoon Rachel Um, Hyuksoon Song, Jan L PlassAbstract:The study examined whether the positive emotions experienced during Multimedia Learning facilitate cognitive process that leads to better Learning performance and satisfaction. Positive emotions were experimentally induced before a Multimedia based Learning by means of self-referencing mood induction procedure (positive or neutral emotions) and during the Learning by the aesthetic design of the Learning materials (good or neutral design). The result of the experiment shows that there is significant effect of emotions on their transfer test, mental effort investment, as well as level of satisfaction. It also indicates that positive emotions can be generated by the instructional design that may be able to affect learners’ experience and performance. The study implies that positive emotions should be considered as important factors in instructional design. Also, emotional design principles should be studied in more detail for better instructional material design. Is it important that learners experience positive emotions during Learning? If so, how can Multimedia Learning environments be designed to be both efficient and inducing positive emotions in learners? Research on emotions has been conducted in various academic fields. However, little empirical research on users’ emotions and their effect on Learning performance is available that could guide the design of Learning environments. The purpose of the research is to study whether the positive emotions experienced during Multimedia Learning facilitate cognitive process that leads to better Learning performance and satisfaction. Furthermore, we investigate whether positive emotions induced before the Learning are maintained throughout the Learning process so that they affect the learners’ cognitive process during the Learning, and how we can generate positive emotions by instructional design focusing on the aesthetic design of Learning materials.
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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.
Richard E. Mayer - One of the best experts on this subject based on the ideXlab platform.
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Multimedia Learning: The Science of Learning: Determining How Multimedia Learning Works
Multimedia Learning, 2020Co-Authors: Richard E. MayerAbstract:The science of Learning is concerned with a theory of how people learn. Theory-grounded practice refers to developing instructional methods that are consistent with how people learn. Multimedia messages that are designed in light of how the human mind works are more likely to lead to meaningful Learning than those that are not. A cognitive theory of Multimedia Learning assumes that the human information-processing system includes dual channels for visual/pictorial and auditory/verbal processing, each channel has limited capacity for processing, and active Learning entails carrying out appropriate cognitive processing during Learning. Five steps in Multimedia Learning are selecting relevant words from the presented text or narration, selecting relevant images from the presented illustrations, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent visual representation, and integrating the visual and verbal representations and prior knowledge. Processing of pictures occurs mainly in the visual/pictorial channel; processing of spoken words occurs mainly in the auditory/verbal channel; but processing of printed words takes place initially in the visual/pictorial channel and then moves to the auditory/verbal channel. Three kinds of cognitive load are extraneous cognitive processing, which is cognitive processing that does not serve the instructional goal and is caused by poor instructional design; essential processing, which is cognitive processing that is required to represent the material in working memory and is determined by the complexity of the material; and generative processing, which is deep cognitive processing including organizing and integrating the material.
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The Cambridge Handbook of Multimedia Learning - The Cambridge Handbook of Multimedia Learning
2020Co-Authors: Richard E. MayerAbstract:During the past 10 years, the field of Multimedia Learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized in a handbook. The Cambridge Handbook of Multimedia Learning constitutes the world's first handbook devoted to comprehensive coverage of research and theory in the field of Multimedia Learning. Multimedia Learning is defined as Learning from words (e.g., spoken or printed text) and pictures (e.g. illustrations, photos, maps, graphs, animation, or video). The focus of this handbook is on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation games, virtual reality, and computer-supported in-class presentations. The Cambridge Handbook of Multimedia Learning seeks to establish what works (that is, to ground research in cognitive theory), and to consider when and where it works (that is, to explore the implications of research for practice). (http://books.google.fr/books?id=duWx8fxkkk0C&printsec=frontcover&hl=fr#v=onepage&q&f=false)
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incorporating motivation into Multimedia Learning
Learning and Instruction, 2014Co-Authors: Richard E. MayerAbstract:Abstract What is the role of motivation in Multimedia Learning? Cognitive theories of Multimedia Learning tend to focus on instructional methods aimed at reducing extraneous processing (such as highlighting the essential material) or managing essential processing (such as breaking a lesson into parts), whereas motivational theories tend to focus on instructional methods aimed at fostering generative processing (such as adding appealing graphics or challenging scenarios). Moreno's (2005) cognitive affective theory of Learning from media is intended to better incorporate motivation and metacognition into theories of Multimedia Learning, helping to extend or clarify Mayer's (2009) cognitive theory of Multimedia Learning and Sweller's ( Sweller, Ayres, & Kaluga, 2011 ) cognitive load theory. The research presented in this special section examines motivating instructional features intended to promote generative processing—such as adding appealing graphics ( Magner, Schwonke, Aleven, Popescu, & Renkl, 2013 ; Plass, Heidig, Hayward, Homer, & Um, 2013 ) or challenging scenarios ( D'Mello, Lehman, Pekrun, & Graesser, 2013 ). Overall, motivational features can improve student Learning by fostering generative processing as long as the learner is not continually overloaded with extraneous processing or overly distracted from essential processing.
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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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the cambridge handbook of Multimedia Learning cognitive theory of Multimedia Learning
The Cambridge handbook of multimedia learning, 2005Co-Authors: Richard E. MayerAbstract:Abstract A fundamental hypothesis underlying research on Multimedia Learning is that Multimedia instructional messages that are designed in light of how the human mind works are more likely to lead to meaningful Learning than those that are not. The cognitive theory of Multimedia Learning (CTML) is based on three cognitive science principles of Learning: the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing (i.e., dual-channels assumption); each channel has limited capacity for processing (i.e., limited capacity assumption); and active Learning entails carrying out a coordinated set of cognitive processes during Learning (i.e., active processing assumption). The cognitive theory of Multimedia Learning specifies five cognitive processes in Multimedia Learning: selecting relevant words from the presented text or narration, selecting relevant images from the presented illustrations, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent pictorial representation, and integrating the pictorial and verbal representations and prior knowledge. Multimedia instructional messages should be designed to prime these processes. The Case for Multimedia Learning What is the rationale for a theory of Multimedia Learning? People learn more deeply from words and pictures than from words alone. This assertion – which can be called the Multimedia principle – underlies much of the interest in Multimedia Learning. For thousands of years, words have been the major format for instruction – including spoken words, and within the last few hundred years, printed words.
Roland Brünken - One of the best experts on this subject based on the ideXlab platform.
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Emotions and Multimedia Learning: the moderating role of learner characteristics
Journal of Computer Assisted Learning, 2016Co-Authors: L. Knörzer, Roland Brünken, Babette ParkAbstract:The Cognitive-Affective Theory of Learning with Media postulates that affective factors as well as individual learner characteristics impact Multimedia Learning. The present study investigated how experimentally induced positive and negative emotions influence Multimedia Learning and how learner characteristics moderated this impact. Results showed that the group with the negative emotion induction outperformed the group with the positive emotion induction with regard to Learning outcome. Cognitive resources (working memory capacity, prior knowledge) and openness to experience were significant predictors for Learning. In addition, learners with highest prior knowledge or working memory capacity could compensate the emotional impact on Learning. Neuroticism enhanced the emotional impact on Learning outcome as a moderator. Lay descriptionWhat is already known about this topic: Emotions and learner characteristics are assumed to influence Multimedia Learning. There are inconsistent results on emotional impact on Multimedia Learning. Cognitive resources were shown to be predictors of Learning outcomes. There are inconsistent results on how much learners' personality predicts Learning. What this paper adds: Negative emotions can lead to higher Learning outcomes than positive emotions. Cognitive resources are significant predictors for Learning outcomes. Openness to experience predicts Learning outcomes. Neuroticism enhances the emotional impact on Multimedia Learning. Implications for practice and/or policy: Learner characteristics and emotions influence Multimedia Learning. A very positive emotional state can be harmful to Learning. Learners' personality can enhance emotional impact on Multimedia Learning. Learning environments should be designed to attract learners' curiosity.
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cognitive and affective processes in Multimedia Learning
Learning and Instruction, 2014Co-Authors: Babette Park, Jan L Plass, Roland BrünkenAbstract:Abstract This special section focuses on cognitive and affective processes in Multimedia Learning in a range of Learning domains. Expanding previous research that has taken a predominantly cognitive perspective of Multimedia Learning, recent studies have begun to consider affective aspects of Multimedia Learning with the aim of integrating emotion, motivation, and other affective variables into cognitive processing models. The articles included in this special section are examples of the various ways in which the cognitive perspective can be enhanced by taking affective aspects of Learning into account. Investigations range from the study of confusion as an affective state that can be beneficial to Learning, and the consideration of the potential distracting or motivating function of decorative illustrations, to an inquiry into how visual design can induce positive emotions in learners. The results of the studies included in this section are in line with Moreno's Cognitive-Affective Theory of Learning with Media (CATLM; Moreno, 2006 ) and show how emotion and interest facilitate cognitive processing and improve cognitive and affective outcomes.
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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.
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assessment of cognitive load in Multimedia Learning using dual task methodology
Experimental Psychology, 2002Co-Authors: Roland Brünken, Susan Steinbacher, Jan L Plass, Detlev LeutnerAbstract:In two pilot experiments, a new approach for the direct assessment of cognitive load during Multimedia Learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to Multimedia Learning: The audiovisual presentation of text-based and picture-based Learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex Multimedia Learning systems.
Detlev Leutner - One of the best experts on this subject based on the ideXlab platform.
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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.
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assessment of cognitive load in Multimedia Learning using dual task methodology
Experimental Psychology, 2002Co-Authors: Roland Brünken, Susan Steinbacher, Jan L Plass, Detlev LeutnerAbstract:In two pilot experiments, a new approach for the direct assessment of cognitive load during Multimedia Learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to Multimedia Learning: The audiovisual presentation of text-based and picture-based Learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex Multimedia Learning systems.
Bruce D Homer - One of the best experts on this subject based on the ideXlab platform.
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emotional design in Multimedia Learning
Journal of Educational Psychology, 2012Co-Authors: Eunjoon Rachel Um, Jan L Plass, Elizabeth O Hayward, Bruce D HomerAbstract:Can Multimedia Learning environments be designed to foster positive emotions that will improve Learning and related affective outcomes? College students (N 118) were randomly assigned to 4 conditions created by 2 factors related to learners’ emotion: external mood induction (positive vs. neutral emotions) and emotional design induction (positive vs. neutral emotions). A computer-based lesson on the topic of immunization was used as Multimedia Learning material. Results indicate that applying emotional design principles to Learning materials can induce positive emotions and that positive emotions in Multimedia-based Learning facilitate cognitive processes and Learning. Controlling for the germane load of the materials, the internal induction of positive emotions through design of the materials increased comprehension and transfer, whereas the external induction of positive emotions through mood induction enhanced transfer but not comprehension. Positive emotions induced through mood induction significantly increased the amount of learners’ reported mental effort, whereas positive emotional design reduced the perceived difficulty of the Learning task. Positive emotions increased motivation, satisfaction, and perception toward the materials. Mediation analyses suggest that the effect of positive emotions induced externally was mediated by both motivation and mental effort but found no mediators for emotion induced via emotional design, suggesting that positive emotional design has a more direct impact on Learning than externally induced emotions. The study suggests that emotions should be considered an important factor in the design of Multimedia Learning materials.
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ICCE - Cognitive load in Multimedia Learning: the role of learner preferences and abilities
International Conference on Computers in Education 2002. Proceedings., 2002Co-Authors: Jan L Plass, Bruce D HomerAbstract:Two experiments are presented that examined the role of individual differences on cognitive load in Multimedia Learning. In Experiment 1, 103 students using a German Multimedia software were allowed to look up visual and verbal annotations for unknown words. In Experiment 2, 152 students were assigned to one of four treatments in which they could use either verbal or visual annotations, both, or none. Providing a choice of annotation type resulted in increased Learning, while assigning an annotation type led to higher cognitive load, resulting in reduced Learning for low-ability learners. Results are in line with a Generative Theory of Multimedia Learning and Cognitive Load Theory, and have implications for the design of Web-based and Multimedia Learning environments.