Managing Cognitive Load in Adaptive Multimedia Learning

336 Pages·2008·3.74 MB·English

by  Slava Kalyuga


Managing Cognitive Load
in Adaptive Multimedia
Learning
Slava Kalyuga
University of New South Wales, Australia
InformatIon ScIence reference
Hershey • New York

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Library of Congress Cataloging-in-Publication Data
Kalyuga, Slava.
Managing cognitive load in adaptive multimedia learning / Slava Kalyuga.
p. cm.
Includes bibliographical references.
ISBN 978-1-60566-048-6 (hardcover) -- ISBN 978-1-60566-049-3 (ebook)
1. Interactive multimedia. 2. Instructional systems--Design. 3. Cognitive learning. 4. Short-term memory. I.
Title.
LB1028.55.K35 2008
371.33’467--dc22
2008007567
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
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not necessarily of the publisher.
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DeDication
To most important women in my life:
my wife Marika,
my daughter Maria,
my mother Olga,
my sister Larisa.
Table of Contents
Foreword...............................................................................................................x
Preface................................................................................................................xiii
Section.I:.
Cognitive.Load.and.Expertise.in.Learning.and.Performance
Chapter.I
Human.Cognitive.Processes................................................................................1
Introduction ...........................................................................................................1
Main Features of our Cognitive Architecture .......................................................2
Role of Domain Knowledge in Cognitive Processes .............................................4
Reducing Cognitive Load in Learning and Performance .....................................6
Knowledge Base and Executive Function .............................................................8
Resource-Ef.ciency in Operation of our Cognitive Architecture ........................11
Evolution of our Cognitive Architecture .............................................................14
Role of Expertise in Cognitive Processing ..........................................................17
Task-Specific Expertise .......................................................................................19
Role of Task-Specific Expertise in Learning .......................................................21
From Task-Specific to Adaptive Expertise ..........................................................23
Future Trends in the Study of Human Cognition ................................................25
Instructional Design Implications .......................................................................27
Summary of Chapter I .........................................................................................27
References ...........................................................................................................28
Chapter.II
Cognitive.Load.Theory......................................................................................34
Introduction .........................................................................................................34
The Concept of Cognitive Load ..........................................................................35
Essential (Effective) Cognitive Load ..................................................................35
Extraneous (non-essential) Cognitive Load ........................................................37
Germane Cognitive Load ....................................................................................39
Cognitive Load Effects ........................................................................................42
Worked Examples Effect ......................................................................................42
Split Attention Effect ...........................................................................................43
The Redundancy Effect .......................................................................................44
The Modality Effect .............................................................................................46
Cognitive Theory of Multimedia Learning .........................................................47
Cognitive Overload in Multimedia Learning ......................................................48
Future Trends in Cognitive Load Theory ............................................................50
Multimedia Instructional Design Implications ...................................................52
Summary of Chapter II ........................................................................................53
References ...........................................................................................................54
Chapter.III
The.Expertise.Reversal.Effect...........................................................................58
Introduction .........................................................................................................58
Levels of Expertise and Imbalances of Executive Function ................................59
Cognitive Explanations of the Expertise Reversal Effect ...................................60
Optimization of Cognitive Load in Instruction ...................................................63
Expertise Reversal Effect and Aptitude-Treatment Interactions .........................64
Empirical Longitudinal Studies of the Expertise Reversal Effect .......................66
Expertise Reversal for Methods of Enhancing Essential Cognitive Load ..........69
Expertise Reversal in Textual and Hypertextual Materials ................................71
Future Trends in the Investigation of the Expertise Reversal Effect ...................72
Multimedia Instructional Design Implications ...................................................73
Summary of Chapter III ......................................................................................74
References ...........................................................................................................75
Chapter.IV
Assessment of Task-Speci.c Expertise .............................................................81
Introduction .........................................................................................................81
Assessment of Domain-Specific Knowledge ........................................................82
Rapid Diagnostic Assessment Approach .............................................................83
First-Step Diagnostic Method .............................................................................86
Example of Using First-Step Method in Algebra ................................................87
Rapid Verification Diagnostic Method ................................................................89
Example of Using Rapid Verification Method in Kinematics ..............................91
Example of Using the Rapid Verification Method for Graph Transforming
Tasks ..................................................................................................................93
Future Trends in Diagnosis of Expertise.............................................................95
Multimedia Instructional Design Implications ...................................................97
Summary of Chapter IV.......................................................................................98
References ...........................................................................................................99
Chapter.V
Evaluation.of.Cognitive.Load.........................................................................101
Introduction .......................................................................................................101
Approaches to Evaluating Cognitive Load in Learning and Instruction ..........101
Evaluation of Cognitive Load using Rating Scales and Dual-Task
Technique ........................................................................................................104
Evaluation of Cognitive Load using Concurrent Verbal Reports .....................106
Measures of Instructional Efficiency ................................................................108
Measures of Instructional Involvement .............................................................112
Future Trends in Evaluation of Cognitive Load and Efficiency .........................113
Multimedia Instructional Design Implications ..................................................114
Summary of Chapter V .......................................................................................115
References ..........................................................................................................116
Summary.of.Section.I......................................................................................120
Section.II:.
Managing.Multimedia.Cognitive.Load.for.Novice.and.Expert.Learners
Chapter.VI
Managing.Cognitive.Load.in.Verbal.and.Pictorial.Representations...........123
Introduction .......................................................................................................123
Cognitive Load in Pictorial Representations ....................................................124
Reducing Split-Attention in On-Screen Text and Graphics ...............................125
Reducing Cognitive Load in On-Screen or Printed Text...................................127
Managing Cognitive Load in Dual-Modality (audiovisual) Presentations ......128
Multimedia Redundancy Effect .........................................................................132
Empirical Study of the Effect of Segmentation on Multimedia Redundancy ...134
Reducing Visual Cognitive Load in Interactive Dynamic Representations .....136
Empirical Investigation of Cognitive Load in Instructional Simulations ........140
Future Trends in the Design of Audiovisual Multimedia Presentations ...........142
Multimedia Instructional Design Implications .................................................143
Summary of Chapter VI ....................................................................................143
References .........................................................................................................144
Chapter.VII
Managing.Cognitive.Load.in.Interactive.Multimedia..................................149
Introduction .......................................................................................................149
Interactive Learning Environments ..................................................................151
Cognitive Load in Interactive Learning Environments .....................................153
Reducing Extraneous Cognitive Load in Interactive Learning ........................157
Cognitive Load in Interactive Hypermedia Learning .......................................158
Expertise Reversal in Hypertext and Hypermedia Learning Environments .....161
Future Trends in Cognitively Optimized Interactive Learning Environments ..163
Multimedia Instructional Design Implications .................................................165
Summary of Chapter VII ...................................................................................165
References .........................................................................................................166
Chapter.VIII
Managing.Cognitive.Load.in.Dynamic.Visual.Representations..................171
Introduction .......................................................................................................171
Advantages and Weaknesses of Instructional Animations ................................172
Cognitive Load in Dynamic Visualizations .......................................................176
Animated Pedagogical Agents ..........................................................................178
Managing Cognitive Load in Dynamic Visualizations .....................................180
Prior Knowledge Effects for Dynamic Visual Representations ........................182
Study of the Expertise Reversal for Animated and Static Diagrams.................184
Future Trends in Research on Dynamic Visualizations ....................................186
Multimedia Instructional Design Implications .................................................188
Summary of Chapter VIII ..................................................................................189
References .........................................................................................................190
Chapter.IX
Optimizing.Cognitive.Load.in.Instructional.Simulations.and.Games........198
Introduction .......................................................................................................198
Simulations as Tools of Instructional Technology ............................................199
Enhancing Instructional Effectiveness of Educational Games .........................201
Optimizing Learner Guidance and Support in Simulations ..............................202
Evaluating Cognitive Load in Online Simulations ...........................................206
Cognitive Load Issues in Using Mobile Devices ..............................................209
Future Trends in Instructional Simulations and Games ....................................211
Multimedia Instructional Design Implications .................................................213
Summary of Chapter IX ....................................................................................213
References .........................................................................................................214
Summary.of.Section.II.....................................................................................217
Section.III:.
Towards Cognitively Efficient Adaptive Multimedia
Chapter.X
Tailoring.Multimedia.Environments.to.Learner.Cognitive.
Characteristics..................................................................................................221
Introduction .......................................................................................................221
Aptitude-Treatment Interactions and Adaptive Instruction ...............................222
Adaptive Approaches in Complex Learning Environments ..............................225
Learner Modeling in Adaptive Online Environments .......................................228
Learner Control and Adaptive Guidance as Means of Individualizing
Instructional Procedures ................................................................................230
Future Trends ....................................................................................................234
Multimedia Instructional Design Implications .................................................236
Summary of Chapter X ......................................................................................237
References .........................................................................................................238
Chapter.XI
Adapting.Levels.of.Instructional.Support.to.Optimize.Learning.
Complex.Cognitive.Skills................................................................................246
Introduction .......................................................................................................246
Learning Complex Cognitive Skills ..................................................................247
Design Models for Complex Learning ..............................................................249
Varying Levels of Learner Control in Complex Environments .........................252
Learner Expertise and Levels of Instructional Guidance .................................255
Expertise Reversal for Instructional Guidance and Sequencing of
Learning Tasks ...............................................................................................257
Means for the Gradual Change of Levels of Instructional Support in
Adaptive Learning ...........................................................................................261
Future Trends ....................................................................................................265
Multimedia Instructional Design Implications .................................................266
Summary of Chapter XI ....................................................................................267
References .........................................................................................................268
Chapter.XII
Adaptive Procedures for Efficient Learning..................................................272
Introduction .......................................................................................................272
Adaptive Procedures Using Rapid Measures of Performance ..........................273
Adaptive Procedures Using Multiple Cognitive Measures ...............................277
Comparisons of Different Adaptive Procedures................................................281
Future Trends ....................................................................................................283
Multimedia Instructional Design Implications .................................................284
Summary of Chapter XII ...................................................................................285
References .........................................................................................................287
Summary.of.Section.III...................................................................................291
General.Conclusion..........................................................................................293
Glossary.of.Terms............................................................................................295
About.the.Author.............................................................................................308
Index...................................................................................................................309