Cognitive loadreducation
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The document discusses ways to reduce cognitive overload when presenting complex multimedia material to learners. It recommends segmenting material into small, learner-paced sections rather than presenting it continuously. It also suggests providing cues about how to organize the material and signals about how to process it to lessen extraneous processing. Examples are adding numbers to represent steps, highlighting titles/subtitles, using visual aids, and splitting text into smaller chunks.
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- 1. { Cognitive Overload Definition Cognitive Load Reduction Segmentation Method No cues fororderordirections Signaling Method Nine Ways to Reduce Cognitive Load in Multimedia Learning http://www.uky.edu/~gmswan3/544/9_ways_to_reduce_CL.pdf Present information in learner-controlled segments rather than as a continuous presentation. In segmenting, the presentation is broken into bite-size segments. Examples ofCognitive Load Reduction Provide cues to the learner about how to select and organize the material. Add signals on how to process the material to reduce processing of extraneous material. Add numbers to represent steps. Material is too long and complex Sometimes, instructors produce notes or guidelines that can be overwhelming for students. A potential problem is that the processing demands evoked by the learning task may exceed the processing capacity of the cognitive system - a situation we call cognitive overload. (Mayer and Moreno, 2003) Problem Solution "Unit 1, Part 1." Highlight or announce titles and subtitles, using font, size and color, or voice tone. Allow some time between segments of the presentation. Use visual representation: arrows, tables, charts, and graphics Split text and/or audio into smaller chunks. Number sections if there is a sequential order. Use bulleted lists otherwise.