1. 1 Nine ways to reduce cognitive load in multimedia learning 指導教授： Chen Ming-Puu 報告者： Chen Hsiu-Ju 報告日期： 2008.03.29 Mayer, R. E., & Moreno, R., (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.

2. 2 What is multimedia learning and instruction? Definition –Multimedia learning → Learning form words and pictures. –Multimedia instruction → Presenting words and pictures that are intended to foster learning. –Meaningful learning → Deep understanding of the material Meaningful learning is reflected in the ability to apply what was taught to new situations. → PBL. Repeatedly faced the challenge of cognitive load, because learner’s capacity for cognitive processing is severely limited → usually overloaded. Design multimedia instruction in ways that reduce the chances of cognitive overload.

3. 3 Three Assumptions About How the Mind Works in Multimedia Learning How the mind works? (1/2)

4. 4 How the mind works? (2/2) Cognitive theory of multimedia learning

5. 5  The case of cognitive overload Three Kinds of Demands for Cognitive Processing in Multimedia Learning

6. 6 Load reduction methods for 5 overload scenarios in multimedia instruction (1/5) Type 1 ： –Overload scenario → Essential processing in visual channel > cognitive capacity of visual channel. –Load-reducing method → Off- loading: Move some essential processing form visual channel to auditory channel. –Description of research effect → Modality effect: Better transfer when words are presented as narration rather than as on-screen text.

7. 7 Load reduction methods for 5 overload scenarios in multimedia instruction (2/5) Type 2 ： –Overload scenario →Essential processing (in both channels) > cognitive capacity –Load-reducing method Segmentation effect: Better transfer when lesson is presented in learner-controlled segments rather than as continuous unit Pretraining effect: Better transfer when students know names and behaviors of system components.

8. 8 Load reduction methods for 5 overload scenarios in multimedia instruction (3/5) Type 3 ： –Overload scenario →Essential processing + incidental processing (caused by extraneous material) > cognitive capacity –Load-reducing method Weeding: Eliminate interesting but extraneous material to reduce processing of extraneous material. Signaling: Provide cues for how to process the material to reduce processing of extraneous material. –Description of research effect Coherence effect: Better transfer when extraneous material is excluded. Signaling effect: Better transfer when signals are included.

9. 9 Load reduction methods for 5 overload scenarios in multimedia instruction (4/5) Type 4 ： –Overload scenario →Essential processing + incidental processing (caused by confusing presentation) > cognitive capacity –Load-reducing method Aligning: Place printed words near corresponding parts of graphics to reduce need for visual scanning. Eliminating redundancy: Avoid presenting identical streams of printed and spoken words. –Description of research effect Spatial contiguity effect: Better transfer when printed words are placed near corresponding parts of graphics. Redundancy effect: Better transfer when words are presented as narration rather narration and on-screen text.

10. 10 Load reduction methods for 5 overload scenarios in multimedia instruction (5/5) Type 5 ： –Overload scenario →Essential processing + representational holding > cognitive capacity. –Load-reducing method Synchronizing: Present narration and corresponding animation simultaneously to minimize need to hold representations in memory. Individualizing: Make sure learners possess skill at holding mental representations. –Description of research effect Temporal contiguity effect: Better transfer when corresponding animation and narration are presented simultaneously rather than successively. Spatial ability effect: High spatial learners benefit more from well-designed instruction than do low spatial learners.

11. 11  Conclusion Future directions –Cognitive load experienced by learners. –The cognitive demands of instructional materials. –The cognitive resources available to individual learners. –It would be useful to have direct measures of cognitive load.

12. 12 Thank you!