Chw webinar session
- 1. Presented by ConnieWhitmoreRedundancy and Coherence Principles
- 2. ReviewChapter 6 –Applying the Redundancy PrincipleChapter 7 – Applying the Coherence PrincipleUpon completion, you will be able toExplain when graphics, narration, and text should be used together Identify elements that distract the learner from the core content of a lessonOverview
- 3. Explain visuals withwords in audio or textNOT BOTHthe Redundancy Principle
- 4. Do Not AddOn-Screen Textto Narrated GraphicsEyes are on printed text – not graphicReconcile text and narration – not contentBut what about visual learners?Redundancy Principle #1
- 5. Redundancy PrincipleMultimediaMemory SystemsSensoryMemoryWorking MemoryNarrationPhonetic ProcessingEarsPrinted WordsVisual ProcessingPicturesEyesFigure 6.4. Overloading of Visual Channel with Graphics Explained by Words in Audio and Written Text. (Adapted from Mayer, 2001a.)
- 6. Consider Adding On-ScreenTextto Narration in Special SituationsWhen there is no pictorial presentationWhen there is ample opportunity to process the pictorial presentationWhen there is greater cognitive effort required to comprehend spoken text than printed textRedundancy Principle #2
- 7. What we DON’TknowKinds of learnersKinds of materialKinds of presentation methodsRedundancy Principle
- 8. And finally, whatabout 508 compliance?Default to audio onFor 508, provide “audio off” buttonRedunDancy Principle
- 9. View the followingillustrations and evaluate the application of the Redundancy Principle.How would you handle text and narration for each slide?Review
- 10. ReviewKeep Text withNarration?
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- 14. Adding interesting materialcanhurt learningCoherence Principle
- 15. Avoid Extraneous AudioMayoverload working memoryMay be some situations where it could be beneficialArousal theory: emotion affects cognitionArousal theory: students will learn more when presentations contain interesting sounds and musicCoherence Principle #1
- 16. Study ResultsMoreno andMayer (2000a)Adding background music or environmental soundsKenz and Hugge (2002)Reading with background conversationRansdell and Gilroy (2001)Essay writing with musicCoherence Principle
- 17. Avoid Extraneous GraphicsHarmfulif interfere with learningDistractionDisruptionSeductionGraphics alone cannot improve a boring lessonCoherence Principle #2
- 18. Study ResultsMayer, Heiser,and Lonn (2001)Inserted video clipsHarp and Mayer (1977)Interesting but irrelevant graphics and captionsSanchez and Wiley (2006)Extraneous graphics with learners of low abilityButcher (2000); Parkhurst & Dwyer (1983)Simple illustrationsCoherence Principle
- 19. Avoid Extraneous Words3typesAdded for interestAdded to expandAdded to increase technical detailCoherence Principle #3
- 20. Outstanding IssuesWhat aboutlonger term instruction?Does learning remain the same for a lifetime?How to keep learners interest and recognize limits of cognitive processingCoherence Theory
Editor's Notes
- #4 Therefore the name – consider whether the words in text are redundant and ultimately distracting to the learner.We’ll look at the two principles for including text with graphics.
- #5 Eyes on printed text – not on graphicWhile reading the text, learners are not benefitting from the narration and not able to view graphic at the same timeReconcile text and narration – not contentComparing / reconciling the text to the narration requires cognitive skills beyond learning the content
- #6Â Adding redundant on-screen text could overload the visual channel as both the printed words and the graphics are being processed.This is especially true if the pace is fast and the material is unfamiliarLearning improves when only one source is presented for each channel to process.
- #7 Bullet 1 – otherwise a blank screenBullet 2 – when the pace is slow or the graphic and text are presented separately (consecutively)Bullet 3 – when the learner is not a native speaker, when the learner has a learning disability, or when spoken content is long, complex, or unfamiliar
- #8 Learners – would non-native speakers or those with low prior knowledge benefit from redundant on-screen text?Material – would redundant on-screen text be helpful for technical terms, brief headings, or other specialized content?Presentation – what affect would redundant on-screen text have when the presentation is slow, under the learner’s control, when there is pre-learning, or when narration precedes on-screen text?
- #9Â 508 compliance established to prohibit barriers in information technologyAudio off button would turn off audio and turn on screen text.Should not allow for both audio and screen text.
- #15 Commonly violated in an effort to enliven material. Many presentations include “seductive details” – those that are interesting but irrelevant.Do some “weeding” – a term used by Mayer and Moreno to describe the need to uproot any words, graphics, or sounds that are not essential to the goal of the lesson.Let’s look at the added features intended to make a lesson more interesting at the cost of learning
- #16 Adding extra sounds to a lesson with material that is not familiar to the learner, when it is presented rapidly, or when the presentation is not under the learner’s control, is likely to lead to working memory overloadIt is the most important to eliminate the extra audio in these circumstances.The vote is still out, however, on whether there could be advantages or benefits to additional audio.Arousal theory would seem to make sense. The cognitive theory of multimedia presentations holds that students will learn more deeply when extraneous sounds are eliminated.But what about the iPod learner or the TV in the background learner?
- #17 These studies support the Coherence Principle – omit extraneous audioAll results showed better performance without sounds.Environment sounds – those that match the graphic (machine sounds, wind, etc.)Essay writing – essay quality was similar in both groups, but group with music took significantly longer
- #18 If graphics lead to confusion and make it difficult for learners to decipher the content, then they are harmful Distraction – takes limited attention away from primary content Disruption – prevents links from being created that connect the relevant content Seduction – encourages connections between existing knowledge and current content that may be inappropriateIf graphics are used only to add “flash” to the page, then don’t use
- #19 These studies support the Coherence Principle – omit extraneous visualsAll results showed better performance without unnecessary graphics.Mayer – note that this is an example of more material resulting in less understandingHarp – specifically tested young adult learners (18-22) who were found to be no less susceptible to mental overload by unnecessary graphics – even though they have grown up with multimediaSanchez – eye tracking showed low-ability learners spent more time looking at illustrations than high-performing studentsButcher – simple line drawings are better than pictures or color drawings. One theory is that the learner is forced to fill in the drawing to understand the meaning of the illustration
- #20 Don’t use unnecessary embellishmentKeep narrative basic and conciseEssential points and relevant visual
- #21 Longer term instruction – can lessons be designed so that students can determine the core content and separate it from the “nice to know” use headings, fonts, colors, layout, etc. this is known as signalingLifetime – ISD techniques that are effective for beginners may not work for the experienced learner.Not Boring - Coherence does not mean boring Stimulate interest Without extraneous material