Difference between revisions of ""9 Ways to Reduce Cognitive Load in Multimedia Learning" (Mayer & Moreno, 2003)"

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{{hidden|1. Present diagrams with narration rather than with text.|Students show better comprehension of concepts presented as diagrams/animations when they are presented with narration rather than text. This means when presenting graphs, like a demand curve, it is more effective to present the graph and give an explanation of it rather than present the graph with a written explanation.  Presenting both a graph and written text overloads the visual learning system while failing to employ the auditory one.  A graph presented with a verbal explanations employs both the visual and auditory systems, resulting in more effective transmission of information.}}
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{{hidden|1. Present diagrams with narration rather than with text.|Students show better comprehension of concepts presented as diagrams/animations paired with spoken explanation.  Presenting both a graph and written text overloads the visual learning system while failing to employ the auditory one.  A graph presented with a verbal explanations employs both the visual and auditory systems, resulting in more effective transmission of information.}}
  
{{hidden|2. Present multimedia explanations in paced segments.|Students show better comprehension of multimedia explanations when it is presented in paced, student-controlled segments rather than a continuous presentation. This way, the student can make sure they understand one concept before being presented with another, presumably more complex one.  Since the comprehension of abstract concepts builds on basic ones, students must have a strong base in order to properly comprehend higher onesAsking students if they are ready to continue lecture once a unit is complete would be an example of this. Another example would be having a 'question session' after each main concept presented in lecture--this would provide student feedback and clarify any doubts they have.}}
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{{hidden|2. Present multimedia explanations in paced segments.|Students show better comprehension of multimedia explanations when they are presented in paced, student-controlled segments rather than as continuous presentations. The pause allows students to solidify understanding of one concept before being presented with another.  Ask students if they are ready to continue lecture once a unit is complete, or offer a 'question session' after each main concept is presented in lecture.}}
  
 
{{hidden|3. Provide students with background information before class.|By pre-training students, they waste less time attempting to understand logistical aspects of lecture and rather focus on the abstract concepts and ideas.  Providing all students with a vocabulary sheet via email the night before lecture would be a great example of incorporating this.  This way students enter lecture and are not distracted by attempts to understand economic jargon.}}  
 
{{hidden|3. Provide students with background information before class.|By pre-training students, they waste less time attempting to understand logistical aspects of lecture and rather focus on the abstract concepts and ideas.  Providing all students with a vocabulary sheet via email the night before lecture would be a great example of incorporating this.  This way students enter lecture and are not distracted by attempts to understand economic jargon.}}  
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{{hidden|7. Present multimedia and narration simultaneously.|When presented with mixtures of narration and multimedia (i.e. a verbal explanation and an animation) students show better understanding if both forms are presented simultaneously rather than successively.  For example, instead of lecturing on the income effect and ''then'' showing an animation that also explains it, the explanation and the animation should be presented in a sequential, simultaneous manner.  It is believed that by harnessing both the auditory and visual systems and providing complementary information through each system, the student will not suffer from cognitive overload and will therefore better comprehend the concept being taught.}}
 
{{hidden|7. Present multimedia and narration simultaneously.|When presented with mixtures of narration and multimedia (i.e. a verbal explanation and an animation) students show better understanding if both forms are presented simultaneously rather than successively.  For example, instead of lecturing on the income effect and ''then'' showing an animation that also explains it, the explanation and the animation should be presented in a sequential, simultaneous manner.  It is believed that by harnessing both the auditory and visual systems and providing complementary information through each system, the student will not suffer from cognitive overload and will therefore better comprehend the concept being taught.}}
  
{{hidden|8. Avoid on-screen text that duplicates your lecture.|PowerPoint presentations should be relevant to lecture but not be a word-by-word repetition.  For example, do not provide a slide with written text that duplications your spoken explanation of diminishing marginal utility.  Presenting the exact same information via the auditory and visual systems may result in cognitive overload.}}   
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{{hidden|8. Avoid on-screen text that duplicates your lecture.|PowerPoint presentations should be relevant to lecture but not be a word-by-word repetition.  For example, do not provide a slide with written text that duplicates your spoken explanation of diminishing marginal utility.  Presenting the exact same information via the auditory and visual systems may result in cognitive overload.}}   
  
 
Learn more by reading Mayer and Moreno's paper.
 
Learn more by reading Mayer and Moreno's paper.

Latest revision as of 08:37, 3 November 2011

Learn more by reading Mayer and Moreno's paper.

Richard E. Mayer and Roxana Moreno, "Nine Ways to Reduce Cognitive Load in Multimedia Learning," EDUCATIONAL PSYCHOLOGIST, 38(1), 43–52 Copyright © 2003, Lawrence Erlbaum Associates, Inc.