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E19.2174 Cognitive Science and Educational Technology I

E19.2174 Cognitive Science and Educational Technology I. Jan L. Plass & Ruth Schwartz, ECT. Food for Thought.

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E19.2174 Cognitive Science and Educational Technology I

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  1. E19.2174 Cognitive Science and Educational Technology I • Jan L. Plass & Ruth Schwartz, ECT

  2. Food for Thought With a sufficiently high level of motivation, students can eventually learn from any, even primitive or poorly designed learning environments. The whole point of investing . . . resources into the design and development of sophisticated high-tech interactive e-learning environments is to achieve returns in terms of efficiency: learning faster and without mental stress. , 2007, p. 388)

  3. Food for Thought With a sufficiently high level of motivation, students can eventually learn from any, even primitive or poorly designed learning environments. The whole point of investing . . . resources into the design and development of sophisticated high-tech interactive e-learning environments is to achieve returns in terms of efficiency: learning faster and without mental stress. (Kalyuga, 2007, p. 388)

  4. Overview • Interactivity in multimedia learning • In-class activity • Interactivity, learner control, feedback • Definitions • Classifying interactivity • Implications for learning

  5. In-class Activity • Class Activity • Examine the links provided • What examples of interactivity, feedback and control do you observe? How are they similar; how do they differ? • What examples have you observed/experienced in other aspects of your life - i.e., classroom teachers: what is your experience with these concepts in the classroom? • What are the benefits/drawbacks? Prepare a concrete example of each. • How can you categorize your observations?

  6. Interactivity • Defining Interactivity • Reciprocally active; acting upon or influencing each other (Oxford English Dictionary)

  7. Interactivity • Defining Interactivity • Kalyuga (2007): Interactive environments respond dynamically to learners’ actions • Emphasis on definition based on systems: how does the system respond.

  8. Interactivity • Defining Interactivity • Kennedy: • “Interactivity is a continuous dynamic interplay between instructional events, students’ actions, and their cognition.” • The cognitive processes of the user are central to the conception of the construct • “An educational multimedia program cannot BE interactive; it only has the POTENTIAL to be so. A user is required to release this potential.” (Kennedy, 2004, p. 45; emphasis added)

  9. Interactivity • Defining Interactivity • System behavior (instructional events) • User behavior • User’s cognitive processes • What other elements might be usefully considered in a definition of interactivity?

  10. Interactivity • Classifying Interactivity • Betrancourt (2005): 2 dimensions • Control: Learner can act on pace and direction of frames • Interactive behavior: Learner acts on content of frames by actions or parameters (eg. in a simulation)

  11. Interactivity • Classifying Interactivity • Kalyuga (2007): Can be classified along several dimensions • What is presented, and how it is presented: information delivery control(e.g. pacing); representation control (e.g. modality); content control (e.g., amount of information) • Responsiveness: flexibility; dependence on learner response • feedback (from simple, automatic feedback to extended, on-demand feedback), • manipulation (real-time change in response to learner) • adaptation (responses fixed, but tailored to learners’ behavior) • communication (flexible, non-predetermined)

  12. In-class Activity • “Interactivity is potentially highly beneficial in a multimedia environment.” • Based on the theories we have discussed this semester, can you offer any theoretical support for this statement?

  13. Implications of Interactivity • Potential benefits of interactivity in a multimedia environment: • intrinsic motivation; “deep processing” rather than “surface processing” (Kennedy) • potential to explore from varying viewpoints; control can overcome “perceptual limitations” (Betrancourt) • potential to customize instruction (Kalyuga)

  14. Implications of Interactivity • Potential drawbacks of interactivity in a multimedia environment • Cognitive load implications, e.g.: • Split attention: hyperlinks can end up separating pieces of information that need to be processed simultaneously • Increase in extraneous load: Overly complex environment could distract or “lose” users • Additional examples?

  15. Implications of Interactivity • Potential drawbacks of interactivity in a multimedia environment • Cognitive load implications, e.g.: • Split attention: hyperlinks can end up separating pieces of information that need to be processed simultaneously • Increase in extraneous load: Overly complex environment could distract or “lose” users • Additional examples?

  16. Interactivity: Empirical Explorations • Moreno & Mayer (2005): feedback, reflection • Schwann & Riempp (2004): learner control • Rieber (1991): intrinsic motivation • Lee, Plass & Homer (2006): reducing extraneous load

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