Mayer_Multimedia Principles.ppt

1、Research-Based Principles of Multimedia Learning Richard E. Mayer University of California, Santa Barbara,Collaborators Robert K. AtkinsonJames Lester Richard B. AndersonSteve Lonn Julie CampbellAmanda Mathias Paul ChandlerPatricia Mautone Dorothy ChunSarah Mayer Gayle DowRoxana Moreno Joan GalliniH

2、arold ONeil Stefan HagmannJan Plass Shannon HarpWilliam Prothero Julie HeiserValerie Sims Joshua JacksonHiller Spires Lewis Johnson,Introduction: The promise of multimedia learning Examples: What is multimedia learning? Theory: How does multimedia learning work? Predictions: How can we improve multi

3、media learning? Techniques for Reducing Extraneous Processing Coherence principle Signaling principle Redundancy principle Spatial contiguity principle Temporal contiguity principle 6. Techniques for Managing Essential Processing Segmenting principle Pre-training principle Modality principle 7. Tech

4、niques for Fostering Generative Processing Personalization principle Voice principle 8.Conclusion,Take-Home Message People learn better when multimedia messages are designed in ways that are consistent with how the human mind works and with research-based principles.,Three Views of Multimedia View D

5、efinitionExample Delivery mediaTwo or moreComputer screen and delivery devicesamplified speakers Presentation modesVerbal and pictorialOn-screen text and representationsanimation Sensory modalitiesAuditory and visualNarration and animation senses,Two Approaches to Multimedia Design ApproachStarting

6、pointGoalIssues Technology-Capabilities ofProvide How can we use centeredmultimediaaccess to cutting edge technologyinformationtechnology in designing multimedia presentations? Learner-How the humanAid to How can we adapt centeredmind workshumanmultimedia technology cognitionto aid human cognition?,

7、Two Metaphors of Multimedia Learning MetaphorDefinitionLearnerTeacherGoal of Media InformationAddingPassiveInformationDeliver acquisitioninformationinformationproviderinformation; to memoryreceiveract as delivery vehicle KnowledgeBuilding aActiveCognitiveProvide constructioncoherentsenseguidecogniti

8、ve mentalmakerguidance; act structureas helpful communicator,Two Goals of Multimedia Learning GoalDefinitionTest Example test item RememberingAbility to reproduce RetentionWrite down all you or recognizecan remember from presented materialthe passage you just read. UnderstandingAbility to useTransfe

9、rList some ways to presented materialimprove the in novel situationsreliability of the device you just read about.,Three Kinds of Multimedia Learning Outcomes Learning Cognitive RetentionTransfer outcomedescriptiontest scoretest score No learningNo knowledgePoorPoor Rote learningFragmentedGoodPoor k

10、nowledge Meaningful IntegratedGoodGood learningknowledge,Retention and Transfer Questions for the Pump Lesson Retention Test Please write down all you can remember about how a bicycle tire pump works. Transfer Test What could be done to make a pump more reliable-that is, to make sure it would not fa

11、il? What could be done to make a pump more effect-that is, to make it move more air more rapidly? Suppose you push down and pull up the handle of a pump several times but no air comes out. What could have gone wrong? Why does air enter a pump? Why does air exit from a pump?,Retention and Transfer Qu

12、estions for the Lightning Lesson Retention Test Please write down all you can remember about how lightning works. Transfer Test What could you do to reduce the intensity of lightning? Suppose you see clouds in the sky but no lightning. Why not? What does air temperature have to do with lightning? Wh

13、at causes lightning?,Retention and Transfer Questions for the Brakes Lesson Retention TestPlease write down all you can remember about how a cars braking system works.Transfer TestWhy do brakes get hot?What could be done to make brakes more reliable-that is, to make sure they would not fail?What cou

14、ld be done to make brakes more effective-that is, to reduce the distance needed bring a car to a stop?Suppose you press on the brake pedal in your car but the brakes dont work. What could have gone wrong?What happens when you pump the brakes (i.e., press the pedal and release the pedal repeatedly an

15、d rapidly)?,Three Assumptions of a Cognitive Theory of Multimedia Learning AssumptionDescription Dual Humans possess separate channels for processing channelsvisual and auditory information. LimitedHumans are limited in the amount of information capacitythat they can process in each channel at one t

16、ime. ActiveHumans engage in active learning by attending to processingrelevant incoming information, organizing selected information into coherent mental representations, and integrating mental representations with other knowledge.,Cognitive Theory of Multimedia Learning,Five Cognitive Processes for

17、 Meaningful Learning,Selecting words Selecting images Organizing words Organizing images Integrating,Three Types of Learning Outcomes,_ TypeCognitive processingRetentionTransfer during learningperformanceperformance _ No learningNonePoorPoor Rote learningSelectingGoodPoor Meaningful learningSelectin

18、g, organizingGoodGood and integrating _,Three Demands on Multimedia Learning,Extraneous processing Cognitive processing that is not related to the objective of the lesson. Involves no learning processes. Essential processing Basic cognitive processing that is relevant to the objective of the lesson.

19、 Involves selecting and some organizing. Generative processing Deep cognitive processing that is relevant to the objective of the lesson. Involves organizing and integrating.,Cognitive Capacity = Extraneous Processing + Essential Processing + Generative Processing Extraneous Overload Extraneous proc

20、essing exhausts cognitive capacity. Occurs when lesson contains extraneous material or is poorly designed. Essential Overload Essential processing exhausts cognitive capacity. Occurs when lesson is difficult, lesson is presented at a fast pace, and the learner is unfamiliar with the material. Genera

21、tive Underutilization Learner has cognitive capacity available but does not engage in sufficient generative processing. Occurs when learner lacks motivation, does not exert effort.,Three Ways to Overcome Challenges to Multimedia Learning Reduce extraneous processing 2.Manage essential processing 3.F

22、oster generative processing,People learn more deeply when extraneous material is excluded rather than included. Confirmed in: 11 of 12 tests Median effect size: 1.13,Coherence Principle,Step 5: Breaking Free from the Host Cell The new parts are packaged into new virus within the host cell. The new v

23、iruses break free from the host cell. In some cases, they break the host cell open, destroying the host cell in the process, which is called lysis. In other cases, they punch out of he cell membrane surrounding them, which is called budding. A study conducted by researchers at Wilkes University in W

24、ilkes-Barre, Pennsylvania, reveals that people who make love once or twice a week are more immune to colds than folks who abstain from sex. Researchers believe that the bedroom activity somehow stimulates an immune-boosting antibody called IgA.,Tests of Coherence Principle,SourceContentFormES (d) Ma

25、yer, Bove et al. (1996, Expt. 1)lightningp-0.17 Mayer, Bove et al. (1996, Expt. 2)lightningp0.70 Mayer, Bove et al. (1996. Expt. 3)lightningp0.98 Harp ES = 1.13) Signaling principle: People learn more deeply when cues are added that highlight the main ideas and the organization of the words. (3 of 3

26、; ES = 0.60) Redundancy principle: People learn more deeply from animation and narration than from animation, narration, and on on-screen text. (10 of 10; ES = 0.69) Spatial contiguity principle: People learn more deeply when corresponding words and pictures are presented near rather than far from e

27、ach other on the page or screen. (8 of 8; ES = 1.11) Temporal contiguity principle: People learn more deeply when corresponding words and pictures are presented simultaneously rather than successively. (8 of 8; ES = 1.31),Segmenting principle: People learn more deeply when a narrated animation is pr

28、esented in learner-paced segments than as a continuous unit. (3 of 3; ES 0.98) Pre-training principle: People learn more deeply from a narrated animation when they have had training in the names and characteristics of the main concepts. (7 of 7; ES = 0.92) Modality principle: People learn more deepl

29、y from graphocs and narration than from graphics and on-screen text. (21 of 21; ES = 0.97) Personalization principle: People learn more deeply when the words are in conversational style rather than formal style (10 of 10; ES = 1.30) Voice principle: People learn more deeply when the narration is spoken in a standard-accented h