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The document discusses the multimedia principle which states that students learn better from words and pictures than from words alone. It explains that humans have separate channels for processing visual and verbal information, and learning is improved when both channels are used together. Graphics can support different content types, like representational graphics for facts and process graphics for procedures. The contiguity principles hold that corresponding words and graphics should be placed near each other spatially and synchronized temporally for best learning. Examples of violations and proper uses are provided.
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The document discusses the multimedia principle, which states that people learn better from words and pictures than from words alone. It provides evidence from research studies that show people who learn from words and graphics perform better on tests than those who learn from just words. However, the principle works best for novices rather than experts. Novices benefit more from visuals to help them form mental images, while experts can rely more on words alone. The document also discusses questions that remain about the most effective use of visuals, such as whether animations or static graphics are better, and how visuals affect long-term learning.
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After this lesson, students will be able to identify and demonstrate examples of the Multimedia and Contiguity Principles. The Multimedia Principle states that information presented with both text and pictures provides deeper learning than text alone. The Contiguity Principle indicates that people learn more easily when text is located close to the visuals it describes or when spoken words and visuals are presented simultaneously.
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1) Information is received through dual channels - the auditory/verbal channel for words and narration, and the visual/pictorial channel for images.
2) Working memory has limited capacity to process incoming information from these channels.
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- 1. Anne Negus EDTECH 513 Spring 2009
- 6. Multimedia supports a knowledge construction theory in which learning is seen as a process of active sense-making and teaching is seen as an attempt to foster appropriate cognitive processing in the learner. An important part of active processing is to mentally construct pictorial and verbal representations of the material and to mentally connect them.
- 7. Instructors must guide learner’s cognitive processing during learning enabling and encouraging learners to actively process the information. People learn more deeply from words and graphics, than from words alone. This is known as the “Multimedia Effect.”
- 8. People are more likely to understand material when they can engage in active learning – when they engage in relevant cognitive processing such as mentally integrating the material with their existing knowledge.
- 11. Unique and isolated information such as specific application screens, forms, or product data Groups of objects, events, or symbols designated by a single name A description of how something works A series of steps resulting in completion of a task Guidelines that result in completion of a task; cause-and-effect relationships Information Description Information Type Recommended Graphic Type
- 15. When a lesson separates corresponding words and graphics, learners experience a heavier load on working memory – leaving less capacity for deep learning. Based on an accurate understanding of how people learn – when words and pictures are separated, people must use cognitive resources just to match them up which creates extraneous processing.
- 16. When words and pictures are integrated, people can hold them together in their working memories and therefore make meaning connections between them. When a learner has to do the added work of coordinating corresponding words and visual components that are separated on the screen or in time, the limited capacity of the working memory is taxed – leading to cognitive overload.
- 17. The act of mentally connecting corresponding words and pictures is an important part of the sense-making process that leads to meaning learning. Putting corresponding words and pictures far apart from each other (or presenting them at different times) creates split attention which forces the learner to use limited working memory capacity to coordinate the multiple sources of information. Ayres & Chandler (2005)