Chapter%207:%20The%20Coherence%20Principle

1
Chapter 7 The Coherence Principle

• Principle 1 avoid extraneous sounds (i.e.
  background music or environmental sounds) in
  e-learning courseware design to avoid working
  memory overload and heavy cognitive load
• Arousal Theory entertaining and interesting
  embedded effects cause learners to become more
  emotionally aroused ? people work harder to learn
  the material
• Arousal theory vs. cognitive theory? Cognitive
  theory wins, people are limited in cognitive
  capacity. Cut out the embellishments!

2
Coherence Principle Continued

• Principle 2 avoid adding extraneous pictures if
  they are not relevant to the information you want
  learners to learn
• Learning Interferences
• Distraction takes away learners limited
  attention
• Disruption interrupts learner from building
  appropriate links of information
• Seduction inappropriate use of existing
  knowledge to organize new material
• Principle 3 avoid adding extraneous words to
  lessons
• Promote cognitive interest over emotional
  interest in e-learning.

3
Chapter 7 The Personalization Principle

• Principle 1 create e-learning courses that use
  more conversational spoken or printed text that
  are less formal (ie. I, we, you, your, our)
• Information Delivery View deliver information to
  learner as efficiently as possible, formal style
  works best here
• Cognitive Theory humans strive to make sense of
  information with appropriate cognitive processes
  so instruction should encourage this process ?
  conversational style engages the learner to work
  harder to understand the information to be
  learned (but do not get carried away in
  personalization)

4
Personalization Principle Continued

• Principle 2 use onscreen coaches that use hints,
  worked examples, demos, and explanations to
  promote learning
• Pedagogical Agents onscreen characters (ie. Real
  of artificial characters, talking heads, virtual
  reality avatars, Peedy and Herman) who help guide
  the learning process
• Preliminary studies show it is worthwhile to use
  animated pedagogical agents to aid learning.
• Lifelike or animated agents work equally well.
• Despite how the agent looks, the agent has to
  sound human, not machine-generated.