Learning with Technology: Cognitive Tools in Multimedia Learning Materials 指導教授： Min-puu Chen 報告者 ： Hui-lan Juan 報告日期： Kiili, K. (2004, July). Learning with technology - cognitive tools in multimedia learning materials. Paper presented at the meeting of ED-MEDIA 2004, Lugano, Switzerland.

Introduction Traditionally, technology is used to deliver information to students. According to constructivists individuals make sense of their world by constructing their own representations of their experiences. One goal of this study is to examine ways to support learners' active information processing in multimedia environments.

The Theoretical Basis for Multimedia Learning Multimedia refers to information presented in multiple formats via multiple sensory modalities. multimedia resources can be considered at three levels: a technical, semiotic, and sensory level. In this paper the emphasis is on semiotic and sensory aspects that are key issues in research of multimedia learning and instruction.

Multiple representations The effects of different forms of external representation such as texts, pictures and animations of learning. Dual coding theory-information is processed through two independent channels, visual and verbal. Multiple external representations and multiple modalities do not always foster learning The effectiveness of multimedia materials depends on how well the interplay between external and mental representations is supported.

Cognitive load theory The main purpose of cognitive load research has been on reducing the cognitive load on working memory during learning. Intrinsic, germane and extraneous (CL) According to CLT instructional design cannot change the intrinsic CL. The most important aspects of CLT to multimedia designers are germane CL and extraneous CL, which refers to the manner in which the material is presented.

Cognitive load theory (cont.) Prior knowledge has an important role in CLT.  learners with a low degree of prior knowledge profit in general from well-designed additional pictures.  learners with a high degree of prior knowledge can construct a mental representation based on the text alone.

Multimedia learning theory Multimedia design principles.  Firstly, research shows that multimedia presentations can result in a deeper understanding than single media presentations.  Secondly, animation with narration played simultaneously is more effective than narration played before or after the animation. The possibility of forming connections between verbal and visual information arises when learners are able to keep corresponding representations in their working memory at the same time.  Thirdly, according to the modality principle, students learn better from animations with narration than animation and on-screen text. Spoken text decreases the load on the visual channel and increases possibilities for deeper cognitive processing.

Multimedia learning theory (cont.) Meaningful learning outcomes depend on a learner's activity during learning. learner's cognitive activities such as selecting, organizing, and integrating. External representations should be designed as cognitive tools that support the active learning process. Ways to foster learners’ active processing  active creation of a graphical representation based on text information was a powerful transfer tool.  Especially, learners with a high degree of prior knowledge benefited from the creation of graphs.

Method Participants: year old Finnish elementary school students (N=167)  Animation  Drawing  Text  Control Teach human immune system works. Experimental groups

Method (cont.) Animation: seven short animations synchronized with audio narrations Drawing: five drawing tasks Text: basic text Control: did not have any educational treatment.

Method (cont.) Students were tested in their computer laboratory in group of pupils per session during their normally scheduled class hour. First- pretest (15 minutes) Secondly- learning (20 minutes) Finally-posttest (15 minutes) In order to find out the differences between the educational treatment types, the improvement scores were compared. The comparison was done using a T-test. Further the effect sizes were calculated according to following equation.

Result

Result (cont.) Find out the effectiveness of multimedia, improvement score of the animation group and txst group were compared. The students of the animation group generated significantly better answers on the retention test (M =7.409, SD = 4.795) than did students in the text group (M = 2.405, SD = 3.059), t(79) = 5.476, p <.001. The effect size was This result supports the multimedia principle assuming that people learn better from multiple presentation than plain text.

Result (cont.) To find out the effectiveness of learner-generated illustrations by drawing, improvement scores of drawing group and text group were compared. The students of the drawing group performed significantly better on the retention test (M = 5.282, SD = 2.704) than did students in the text group (M = 2.405, SD = 3.059), t(74) = 4.349, p <.001. The effect size was The results support the idea of cognitive tools as facilitators of critical thinking and higher-order learning.

Conclusions The result of this study are consistent with instructional design principles such as multimedia principle and modality principle. Educators should design learning materials that allow greater learner control while participating in the design process. The results of this study and a review of literature indicate that there is a need for developing a model that combines the principles of cognitive tools and multimedia learning.