Module 9 Bibliography Conley WEEK 10

ANNOTATED BIBLIOGRAPHY

Low, R., & Sweller, J. (2014). The Modality Principle in Multimedia Learning. In R. E.
Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 227-246).
New York: Cambridge.

The Modality effect is explained by cognitive theory showing increased working memory when
utilizing two sensory modalities rather than just one. For learning to occur, knowledge must be
organized and stored into long-term memory. Further, for effective instruction to then occur, the
educator cannot overload the working memory process occurring recalling this stored
knowledge. The chapter discusses the possible educator classroom instructional techniques that
are a result of ignoring the factors that inhibit learning and are thus considered ineffective
(p.228). The limitations that should be addressed to avoid this from happening are separate
memory processing and visual and spatial verbal material based on research that they process
information differently (p. 229). Additional experiments are noted within the chapter that further
that demonstrates this example of a single modality effect (231). However, the result confirms
performance is greater with a dual-mode technique used and touches on how split attention
effect is then integrated (p.234). The result is that the modality effect is derived from this split
attention effect and the understanding of both formats is crucial in good instructional design in
order to use written visual or auditory presentations simultaneously (p.235). Where this becomes
particular important within multimedia learning is dues to the many various presentation mode
styles available for educators to develop in their instructional formatting for learning to occur
(p.237). Additional research continues to support the Modality Effect Principle but not all are
able to confirm its use by suggesting such items as time being available during self-paced
accessements that did not limit the working memory capacity (p.239). These findings lead
research to suggest modality effect is due to sensory modes only and not working memory and
possibly warrants a need to re-define the guidelines to maintain successful multimedia learning
(p.240-242).

Mayer, R.E., & Moreno, R. (2010). Techniques that Reduce Extraneous Cognitive Load
and Manage Intrinsic Cognitive Load during Multimedia Learning. In J. L. Plass,
R. Moreno, & R. Brnken (Eds.), Cognitive Load Theory (pp. 131-152). New York:
Cambridge.

Multimedia is composed of computer based learning environments such as classrooms where

instruction is presented via the computer. Article addresses the Cognitive Learning Theory
(CLT) of multimedia learning involving utilizing educationally relevant and scientifically
rigorous research (p.131). It re-iterates the three principles of the scientific research: dual
channels, limited capacity and active processing that allow students to learn. In conclusion,
meaningful learning only occurs when students can process the new material within
informational processing channels that are highly limited (p.132). CLT becomes more
specialized within the multimedia learning process in order to avoid these limitations. It focuses
on good instructional design to avoid the three cognitive overload processing results from
extraneous, intrinsic, and germane cognitive loads (p.133). Research has found that these do not
support effective learning styles (p.134). For the student to be successful, multimedia learning
should help the learner to manage essential processing techniques so that the learner does not

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Module 9 Bibliography Conley WEEK 10

overload their cognitive system during the working memory process. However, techniques are
not described in this article (p.135). Flaws within instructional design occur when multimedia
instruction is insensitive to these informational processing limitations (p.136). Various
experiments were then conducted to determine the effectiveness of utilizing the redundancy
principle within multimedia learning. The research found it successful if onscreen text along with
the narrated animations were seen on the computer screen. Learners are then able to process the
two incoming streams of new information simultaneously to re-inforce learning and nor involve
extraneous overloads. The signaling principle had similar results but more research is needed.
(p.139). Likewise, research found the Temporal Contiguity Principle the complete opposite
requiring an extraneous cognitive load to be held at all times during working memory and was
deemed to be ineffective (p.141). In conclusion from these many experiments and statistics
presented, the need to eliminate extraneous processing by removing extraneous material and
educators laying out the presentation in appropriate design allows for the learner to use all of his
cognitive capacity to engage inessential processing for successful learning (p.143).

Renkl, A. (2014). The worked examples principle in multimedia learning. In R. E. Mayer

(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 391-412). New York:
Cambridge.

Students that receive a completed example during classroom instruction using basic instructional
design principles by the educators, have a greater understanding of using multimedia. This is
called the Worked Example Principle and is the focus throughout Chapter 16. It concentrates on
citing examples where this is far better an effective learning strategy for multi-media and offers
explanations of such. (p.391). Worked examples are nothing more than this presentation being
completely solved through illustrations. The procedure is to first introduce a principle, second is
to illustrate examples of this rule introduced with an actual solution shown, and finally once the
students grasp the original theory, they spend the additional classroom time solving problems for
themselves. These worked examples support the learning of cognitive skills under the
instructional design principle of educating students (p.392). The problem arises as these are
consistent with core content learning areas and worked examples are not multi-media based.
Because technology would be utilized such as videos during the initial introduction within multi-
media learning, observational learning and learning from worked examples becomes meshed
together for common ground of learning the techniques. One would think the students would
then be in cognitive overload through the various presentation collaborations utilized? However,
due to the students knowledge benefitting, the research was not substantiated for that yet the
extraneous load remains required to be reduced in order for the learner to not be overloaded by
this complex multi-media approach (p.396). The chapter continually focuses on the lack of
substantiality of the Worked Examples Principles that result in three areas of limitations that are
of concern: restricted knowledge, boundaries set, and interrelations of each example presented
(p.405). The conclusion is that research is still unclear about the boundaries and when worked
examples are required to enhance learning. (p.406).

Schraw, Gregory & Matthew McCrudden. Information Processing Theory. Jul 12, 2013.
www.Education.com

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Module 9 Bibliography Conley WEEK 10

We process information with amazing efficiency and often perform better than computers in
problem solving and critical thinking skills. Researchers have developed systematic models of
memory, cognition, and thinking, such as the information processing model (IPM) to explain this
process. It consists of three main components, sensory memory, working memory, and long-term
memory. Sensory and working memory enables people to manage limited amounts of
information during processing, whereas long-term memory is a permanent repository for
knowledge storage. The terms that describe this efficient cognitive processing in working
memory are limited attentional resources and automaticity. Sensory memory is effective during
processing with a high degree of automaticity when it utilizes familiar spoken or printed words,
faces, and sounds. Long-term memory does not have these limitations for attention and provides
an unlimited storage for facts and knowledge that are held for very long periods of time.
Research has identified the two key aspects of long-term memory as what types of information
are represented, and how information is then organized. The recall ability of long-term memory
increases due to this efficient organizational strategy. The IPM provides a three-component model
which explains these different capabilities involving memory and provides an excellent
framework for our understanding of the principles of effective learning.

Van Merrinboer, J. J., & Kester, L. (2014). The Four-Component Instructional Design
Model: Multimedia Principles in Environments for Complex Learning. In R. E.
Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 104-148).
New York: Cambridge.

Multimedia education can be learned at any level with this theory rapidly increasing. We are
certainly finding that it is even occurring at a younger and younger rate. Within this article it
discusses the need for the Four-Component Instruction Design Model (4C/ID) to realize this
learning success. At the very basic of understanding all psychological theories describe working
memory capabilities and how these different types of people process information. The 4C/ID
steps are the learning task themselves, supportive and procedural information, and then practice
skills. The chapter discusses various research presented on this structure. The examples used are
Dual Coding Theory, Working Memory Model, and Model of Attention and Memory. However,
the 4C/ID Model is presented to be used strictly to design multi-media learning environments
using computer simulated assignments (p.105). The Model views the learning task as basic daily
life assignments as what motivates actual learning in problem solving techniques. Within
supportive it is how information is organized to benefit this learning task while procedural
encompasses the actual performance ability of the student. Part-task is the necessary repetition
for learning to occur (p. 106). What this 4C/ID model theory further introduces is that the same
sequence of learning using these four components need to be present for ALL learners but is then
disputed with the research. It shows that utilizing the instructional control of educators using
different types of media is more successful for student learning (p.110). It assumes that all
knowledge is stored and cited as the Cognitive Load Theory example (p. 112). Facilitating these
different learning processes is visualized through the use of six multimedia principles:
Sequencing, Physical-Fidelity, Training-wheels, Variability, Collaboration, and Completion
Strategy Principle (p.116-122). Using these guidelines, educators instructional control ability sets
goals of optimal learning success rates with the only concern being that the learner does not have
the opportunity to develop self-directed learning due to the computer simulation within
instructional control selecting it based on the assessment rate (p.131).