Case_Study_Cork

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Cognitive Science
Introduction
Instructional media are mere vehicles that
deliver instruction but do not influence student
achievement any more than the truck that delivers
our groceries causes changes in our nutrition."
(Clark, 1983, p. 445)
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Cognitive Science

• Overview
• Cognitive Theory of Multimedia Learning
• Integrated Model of Text Picture Comprehension
• Application to the Design of Multimedia
  Instruction
• Next Week
• Cognitive Load Theory
• Draft Design Document Due

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Cognitive Science
Information Processing
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Cognitive Science
Multimedia Learning
What is multimedia?
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Cognitive Science
Multimedia Learning
Multimedia presenting both words and
pictures.
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Cognitive Science
Multimedia Learning
Vitruvius, 1511 http//upload.wikimedia.org/wi
kipedia/commons/thumb/9/9e/VitruviusTenBooksMHMorg
an1914p296.jpg/566px-VitruviusTenBooksMHMorgan1914
p296.jpg
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Cognitive Science
Multimedia Learning
Comenius, 1658 http//pauillac.inria.fr/codog
net/images/cesariano.jpg
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Cognitive Science
Multimedia Learning
Delivery MediumSystem used to present
instruction (e.g., book, computer,
voice) Presentation ModeFormat used to represent
the instruction (e.g., words, pictures) Sensory
ModalityInformation processing channel used by
learner (e.g., auditory, visual)
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Cognitive Science
Multimedia Learning
Delivery MediumSystem used to present
instruction (e.g., book, computer,
voice) Presentation ModeFormat used to represent
the instruction (e.g., words, pictures) Sensory
ModalityInformation processing channel used by
learner (e.g., auditory, visual)
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Cognitive Science
Multimedia Learning

• What is multimedia learning?

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Cognitive Science
Multimedia Learning

• Multimedia learning
• Mayer Building mental representations from
  words and pictures.
• Schnotz Using external representations as
  information sources to construct internal
  representations of learning content, and
  storing these representations in long-term
  memory.

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Cognitive Science
Multimedia Learning

• What is the rationale for multimedia learning?

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Scenario
Cognitive Science
Class Discussion
What does the multimedia principle
predict? Discuss its implication for the design
of multimedia learning environments. Consider
-the modalities/presentation modes used -the
type of learning fostered -the learning
outcomes achieved Report a summary of your
thoughts to the class.
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Cognitive Science
Multimedia Learning

• Multimedia principle
• People learn more deeply from words and
  pictures than from words alone.
• Desired Learning Outcomes
• Remembering (Retention)
• Understanding (Transfer)

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Cognitive Science
Multimedia Learning
Metaphors Multimedia Learning as Information
Acquisition Multimedia Learning as Knowledge
Construction What are the implications of each
metaphor for the design of multimedia instruction?
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Cognitive Science
Multimedia Learning

• Multimedia Learning as Information Acquisition
• Teacher Information provider
• Learner Passive recipient
• Content Information
• Goal Add information to memory
• Multimedia Delivery vehicle

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Cognitive Science
Multimedia Learning

• Multimedia Learning as Information Acquisition
• Teacher Information provider
• Learner Passive recipient
• Content Information
• Goal Add information to memory
• Multimedia Delivery vehicle

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Cognitive Science
Multimedia Learning

• Multimedia Learning as Knowledge Construction
• Teacher Information provider Cognitive guide
• Learner Passive recipient Active sense-maker
• Content Information Knowledge
• Goal Add information Build coherent mental
  structure
• Multimedia Delivery vehicle Provides cognitive
  guidance

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Cognitive Science
Multimedia Learning

• Multimedia Learning as Knowledge Construction
• Teacher Information provider Cognitive guide
• Learner Passive recipient Active sense-maker
• Content Information Knowledge
• Goal Add information Build coherent mental
  structure
• Multimedia Delivery vehicle Provides cognitive
  guidance

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Cognitive Science
Cognitive Theory of Multimedia Learning

• Assumptions
• Dual Channels (Dual Coding, Paivio, 1986,
  Baddeley, 1992)
• Limited Capacity (Cognitive Load, Sweller, 1999
  Baddeley, 1992)
• Active Processing (Wittrock, 1989)

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Cognitive Science
Cognitive Theory of Multimedia Learning

• Assumptions
• Active Processing (Wittrock, 1989, 1992)
• To comprehend, the learner must actively create
  meaningful relations.
• -Relationships among instructional concepts
• -Relationships between instructional concepts
  
• and the learners prior knowledge and
  experience

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Cognitive Science
Multimedia Learning

• Active Learning

Cognitive Activity Cognitive Activity
LOW HIGH
LOW ? ?
HIGH ? ?
Behavioral Activity
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Cognitive Science
Multimedia Learning

• Active Learning

Cognitive Activity Cognitive Activity
LOW HIGH
LOW Does not foster meaningful learning Fosters meaningful learning
HIGH Does not foster meaningful learning Fosters meaningful learning
Behavioral Activity
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Cognitive Science
Cognitive Theory of Multimedia Learning
Sounds
Words
Prior Knowledge
Verbal Model (Verbal Mental Representation)
Organize Words
SelectWords
Integrate
Select Images
Organize Images
Images
Pictures
Pictorial Model (Visual Mental Representation)
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Cognitive Science
Cognitive Theory of Multimedia Learning
Select relevant information from what is
presented-words gt processed in verbal WM
(text base)-images gt processed in visual WM
(image base)
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Cognitive Science
Cognitive Theory of Multimedia Learning
Organize the pieces of information into a
coherent mental representation-text base
gt verbal mental model-image base gt pictorial
mental model-Associative processing
Associations within visual and within verbal
system
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Cognitive Science
Cognitive Theory of Multimedia Learning
Integrate the newly constructed representation
with others-Build referential connections
between the two representations-Integrate with
mental model
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Cognitive Science
Integrated Text Picture Comprehension Model

• Sensory Registers
• Working Memory
• Long term memory
• Perceptual Level multiple sensory channels
• Cognitive Level verbal and pictorial channels

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Cognitive Science
Integrated Text Picture Comprehension Model
Two Basic Forms of Representation Descriptive
representations - consist of symbols Relationship
to referent based on convention Depictive
representations - consist of icons Relationship
to referent based on perceptual similarity
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Cognitive Science
Integrated Text Picture Comprehension Model
Forms of Internal Representation Verbal
Text-surface representation Propositional
Model Descriptive Pictorial Perceptual
representation Mental model Depictive
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Cognitive Science
Integrated Text Picture Comprehension Model

• Both verbal and pictorial information can enter
  working memory through different sensory channels
• Both verbal and pictorial information require
  prior knowledge that is stored in long-term memory

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Cognitive Science
Integrated Text Picture Comprehension Model
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Cognitive Science
Integrated Text Picture Comprehension Model

• Selection of information
• Organization of information
• Activation of prior knowledge
• Active coherence formation by integration of
  information from different sources

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Cognitive Science
Integrated Text Picture Comprehension Model
How does this model differ from the Cognitive
Theory of Multimedia Learning?
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Cognitive Science
Multimedia Learning
Media Effects Is one medium better than
another? Multimedia EffectsIs multimedia
instruction effective? Single vs. multiple
representations Interaction EffectsFor whom is
multimedia effective? (Mayer, 1997)
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Scenario
Cognitive Science
Group Activity

• How can the Cognitive Theory of Multimedia
  Learning and the
• Integrated Model of Text Picture Comprehension
  be used to inform the design of effective
  multimedia instruction? Use your own example or
  one of these scenarios for your answer.
• Introduce medical students to human anatomy.
• Improve freshmen students Arabic vocabulary and
  support the process of reading a text in Arabic.
• Train experienced pilots on the instruments of a
  new type of airplane.
• Introduce the history of the American civil war
  to high school students.
• Teach college students about molecular structures
  in organic chemistry.