The document discusses several psychological principles for effectively using information and communication technology (ICT) in education. It outlines that design effects are stronger for low-knowledge and high-spatial learners. It also states that multimedia presentations should include both words and pictures rather than just words alone, and corresponding words and pictures should be placed near each other spatially and presented simultaneously rather than successively. Additionally, it notes that including extraneous visuals, text, and sounds can hurt learning, and less is more when it comes to including only relevant content.

1. Psychological Principles of using ICT
in education
By Ms. Vaishali Sawant
Asst. Professor,
Hasnraj Jivandas College of Education

2. Individual Differences
best use of prior knowledge
Design effects are stronger for low-
knowledge learners than for high-knowledge
learners and for high-spatial learner than
than for low-spatial learners.
These learners are equipped to use
cognitive strategy to work around cognitive
overload, distraction, or other effects of
poor design.

3. Multimedia
best use of words & pictures
Adding graphics to words can improve
learning. Students learn better from words
and pictures, rather than from words alone.

4. Spatial Contiguity
best placement of words & pictures
Placing text near graphics improves learning.
Students learn better when corresponding
words and pictures are presented near rather
than far from each other.

5. Temporal Contiguity
best sequencing of words &
pictures
Students learn better when corresponding words
and pictures are presented simultaneously rather
than successively.

6. Coherence
"less is more"
Using gratuitous visuals, text, and sounds can hurt learning.
Students learn better when extraneous words, pictures and
sounds are excluded rather than included. Less is more: eye or ear
"candy" can distract and actually hurt instruction by causing
cognitive overload.
Visual: Student learning is hurt when interesting but irrelevant
words and pictures are added to a multimedia presentation.
Sound: Student learning is hurt when interesting but irrelevant
sounds and music are added to a multimedia presentation.
Words: Student learning is improved when unneeded words are
eliminated from a multimedia presentation..