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 Managing Cognitive Load in Adaptive Multimedia Learning Slava Kalyuga University of New South Wales, Australia InformatIon ScIence reference Hershey • New York  Director of Editorial Content: Kristin Klinger Managing Development Editor: Kristin M. Roth Assistant Development Editor: Deborah Yahnke Editorial Assistant: Rebecca Beistline Director of Production: Jennifer Neidig Managing Editor: Jamie Snavely Assistant Managing Editor: Carole Coulson Typesetter: Kim Barger Cover Design: Lisa Tosheff Printed at: Yurchak Printing Inc. Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue, Suite 200 Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com/reference and in the United Kingdom by Information Science Reference (an imprint of IGI Global) 3 Henrietta Street Covent Garden London WC2E 8LU Tel: 44 20 7240 0856 Fax: 44 20 7379 0609 Web site: http://www.eurospanbookstore.com Copyright © 2009 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identi.cation purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. 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. All work contributed to this manuscript is original material. The views expressed are those of the authors, but not necessarily of the publisher. If a library purchased a print copy of this publication, please go to http://www.igi-global.com/agreement for information on activating the library's complimentary electronic access to this publication. 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

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Research in multimedia and computer-based learning has entered a new phase with a focus on adapting instruction to characteristics of individual learners. Managing Cognitive Load in Adaptive Multimedia Learning provides theory- and research-based recommendations on information presentation technique
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