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Cognitive Science

Cognitive Science. Introduction. “Instructional media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition." (Clark, 1983, p. 445). Cognitive Science. Overview

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Cognitive Science

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  1. Cognitive Science Introduction “Instructional media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition." (Clark, 1983, p. 445)

  2. Cognitive Science • Overview • Cognitive Theory of Multimedia Learning • Application to the Design of Multimedia Instruction • Next Week • Design Principles for Multimedia

  3. Cognitive Science Information Processing

  4. Cognitive Science Multimedia Learning • Delivery Medium • Presentation Mode • Sensory Modality

  5. Cognitive Science Multimedia Learning • Delivery MediumSystem used to present instruction (e.g., book-based, computer-based) • Presentation ModeFormat used to represent the instruction (e.g., words, pictures) • Sensory ModalityInformation processing channel used by learner (e.g., acoustic, visual)

  6. Cognitive Science Scenario Class Discussion What does the multimedia effect predict? Discuss its implication for the design of multimedia learning environments. Consider: -the type of learning fostered -the learning outcomes achieved -the modalities/presentation modes used Report a summary of your thoughts to the class.

  7. Cognitive Science Multimedia Learning Metaphors Multimedia Learning as InformationAcquisition Multimedia Learning as KnowledgeConstruction What are the implications of each metaphor for the design of multimedia instruction?

  8. Cognitive Science Multimedia Learning • Multimedia Learning as Information Acquisition • Teacher: Information provider • Learner: Passive recipient • Content: Information • Goal: Add information to memory • Multimedia: Delivery vehicle

  9. Cognitive Science Multimedia Learning • Multimedia Learning as Knowledge Construction • Teacher: Cognitive Guide • Learner: Active sense maker • Content: Knowledge • Goal: Building coherent mental structure • Multimedia: Provide cognitive guidance

  10. Cognitive Science Multimedia Learning • Desired Learning Outcomes • Remembering (Retention) • Understanding (Transfer)

  11. Cognitive Science Multimedia Learning • Active Learning Behavioral Activity

  12. Cognitive Science Multimedia Learning • Active Learning Behavioral Activity

  13. Cognitive Science Cogn. Theory of Multimedia Learning • Assumptions • Dual Channels (Dual Coding, Paivio, 1986, Baddeley, 1992) • Limited Capacity (Cognitive Load, Sweller, 1999; Baddeley, 1992) • Active Processing (Wittrock, 1989)

  14. Cognitive Science Prior Knowledge Generative Theory of MM Learning Mayer (1997) Integrate Visual Model (Coherent Visual Mental Representation) Verbal Model (Coherent Verbal Mental Representation) Referential Connections Organize Images Organize Words Image Base (Visual representation) Text Base (Verbal representation) SelectImages Select Words Visual Information Verbal Information

  15. Cognitive Science Ears Eyes Sensory Memory Sensory Memory Multimedia Presentation Working Memory Cognitive Theory of Multimedia Learning Words Sounds Prior Knowledge Verbal Model (Verbal Mental Representation) Organize Words SelectWords Integrate Select Images Organize Images Pictures Images Pictorial Model (Visual Mental Representation)

  16. Cognitive Science Multimedia Learning Select relevant information from what is presented-words -> text base (propositional representation) in WM-images -> image base (pictorial representation) in WM

  17. Cognitive Science Multimedia Learning Organize the pieces of information into a coherent mental representation-text base -> verbal mental model-image base -> visual mental model-Associative processing: Associations within visual and within verbal system

  18. Cognitive Science Multimedia Learning Integrate the newly constructed representation with others-Build referential connections between the two representations-Integrate with mental model

  19. Cognitive Science Multimedia Learning Media EffectsIs one medium better than another? Multimedia EffectsIs multimedia instruction effective? Single vs. multiple representations Interaction EffectsFor whom is multimedia effective? (Mayer, 1997)

  20. Cognitive Science Multimedia Effect

  21. Cognitive Science Scenario Group Activity How can the Cognitive Theory of Multimedia Learning be used to inform the design of effective multimedia instruction? Use your own example or one of these scenarios for your answer Improve freshmen students’ Arabic vocabulary and to support the process of reading a text in Arabic. • Introduce medical students to human anatomy. • Train experienced pilots on the instruments of a new type of airplane. • Introduction to the history of the American civil war for college students. • Teach college students about molecular structures in organic chemistry.

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