Week 9 & 10 class activity

Mayer & Moreno 2003 – Nine ways to reduce cognitive load in Multimedia learning

1.       This paper is centred on the use of words and pictures either static or dynamic for learning – multimedia learning. This could be computer based narrated animations utilized to make deeper understanding thus it is important how the material is organised for easy processing. The presentation of the important aspect needed for understanding presented materials has proved to be challenge to researchers in multimedia learning. This often led to cognitive load overload as learners tried to process substantial information exceeding learner’s cognitive processing capacity. Consequently instructional designed have to considerate of the limited learner processing capability in order to affect meaningful learning. If it is ignored it how the human cognitive systems (human information process systems) works it is likely to result in cognitive overload. Potential problem of learning task exceeding the processing capacity of the cognitive system can be due to essential processing, incidental processing and or representational holding.

2.       The authors proposed the nine ways of dealing different types of overload. These are; overload due to off-loading when one channel is overloaded with essential processing demands which can be addressed through modality effect – the use of words as narration; overloading due to segmenting and pre-training when both channels are overload overloaded with essential processing demands in working memory can solved by successive segmentation of presentation and pretraining effect; overload due to weeding and signalling when the system is overloaded by incidental processing demands due to extraneous material can be addressed by removing material unrelated to learning activity and by providing cues to learners on how to organise and select material; overload due to aligning and eliminating redundancy when system is overload by incidental processing demands attributable to how the essential material is presented through aligning words and pictures and removing redundant material; overload due to synchronizing and individualizing when the system is overload by the need to hold information in working memory can be reduced by presenting corresponding visual and auditory  material  together and through spatial ability effect. At the end the researchers’ established cognitive theory of multimedia learning based on core principles of cognitive science and conducted various predictions on numerous methods for reducing cognitive load based empirical experiments. This will enhance learn using animations.