Cognitive effects of multimedia learning:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Reference
2009
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXI, 417 S. graph. Darst. |
| ISBN: | 9781605661582 |
Internformat
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| 245 | 1 | 0 | |a Cognitive effects of multimedia learning |c Robert Z. Zheng, ed. |
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| 490 | 0 | |a Premier reference source | |
| 500 | |a "This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Learning, Psychology of | |
| 650 | 4 | |a Media programs (Education) | |
| 650 | 4 | |a Media programs (Education) | |
| 650 | 4 | |a Learning, Psychology of | |
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Datensatz im Suchindex
| _version_ | 1804138368535101440 |
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| adam_text | TABLE OF CONTENTS PREFACE , : XV ACKNOWLEDGMENT XXI SECTION I MULTIMEDIA
LEARNING: COGNITIVE PERSPECTIVES CHAPTER I COGNITIVE ARCHITECTURE AND
INSTRUCTIONAL DESIGN IN A MULTIMEDIA CONTEXT 1 RENAE LOW, UNIVERSITY 0/
NEW SOUTH WALES, AUSTRA/IA PUTAI JIN, UNIVERSITY O/NEW SOUTH WALES,
AUSTRA/IA JOHN SWE//ER, UNIVERSITY 0/ NEW SOUTH WALES, AUSTRA/IA
CHAPTERLL MULTIMEDIA LEARNING AND WORKING MEMORY CAPACITY 17 PETER E.
DOO/ITTLE, VIRGINIA TECH, USA KRISTA P. TERRY, RAD/ORD UNIVERSITY, USA
GINA J. MARIANO, VIRGINIA TECH, USA CHAPTERILL MEASUREMENT OF COGNITIVE
LOAD DURING MULTIMEDIA LEARNING ACTIVITIES 34 ANNE E. COOK, UNIVERSITY
0/ UTAH, USA ROBERT Z. ZHENG, UNIVERSITY 0/ UTAH, USA JACQUELYN W: B/AZ,
UNIVERSITY 0/ UTAH, USA CHAPTERIV MANIPULATING MULTIMEDIA MATERIALS 51
STEPHEN K REED, SAN DIEGO STATE UNIVERSITY, USA CBAPTERV THEORETICAL AND
LNSTRUCTIONAL ASPECTS OFLEAMING WITH VISUALIZATIONS 67 KATHARINA
SCHEITER, UNIVERSITY O/TUEBINGEN, GERMANY ERIC WIEBE, NORTH CARO/INA
STATE UNIVERSITY, USA JANA HOLSANOVA, LUND UNIVERSITY, SWEDEN CBAPTERVI
THE INFLUENCE OFVISUAJ AND TEMPORAJ DYNAMICS ON SPJITATTENTION:
EVIDENCES FROM EYE TRACKING 89 FLORIAN SCHMIDT-WEIGAND, UNIVERSITY 0/
KASSEL, GERMANY CBAPTERVRR SPATIAL AND NONSPATIALLNTEGRATION IN LEAMING
AND TRAINING WITH MULTIMEDIA SYSTEMS 108 TAD T. BRUNYE, USOARMY NSRDEC,
CONSUMER RESEARCH & COGNITIVE SCIENCE, USA & TUFTS UNIVERSITY, USA TA/I
DITMAN, TUFTS UNIVERSITY, USA & MASSACHUSETTS GENERAL HOSPITAL, USA
JASON S. AUGUSTYN, USO ARMY NSRDEC, CONSUMER RESEARCH & COGNITIVE
SCIENCE, USA CAROTINE R. MAHONEY, USO ARMY NSRDEC, CONSUMER RESEARCH &
COGNITIVE SCIENCE, USA & TUFTS UNIVERSITY, USA CBAPTERVM NEW FORMS
OFDEEP LEAMING ON THE WEB: MEETING THE CHALLENGE OFCOGNITIVE LOAD IN
CONDITIONS OFUNFETTERED EXPLORATION IN ONLINE MULTIMEDIA ENVIRONMENTS
134 MIKE DESCHRYVER, MICHIGAN STATE UNIVERSITY, USA RAND J. SPIRO,
MICHIGAN STATE UNIVERSITY, USA SEDION RR MULTIMEDIA LEARNING: ASS ECTIVE
PERSPECTIVES CBAPTERIX MOTIVATION AND MULTIMEDIA LEAMING 154 RENAE LOW,
UNIVERSITY 0/ NEW SOUTH WALES, AUSTRA/IA PUTAI JIN, UNIVERSITY 0/ NEW
SOUTH WALES, AUSTRA/IA CBAPTERX WHAT FACTORS MAKE A MULTIMEDIA LEAMING
ENVIRONMENT ENGAGING: A CASE STUDY 173 MIN LIU, UNIVERSITY O/TEXAS AT
AUSTIN, USA PAUL TOPRAC, SOUTHEM METHODIST UNIVERSITY, USA TIMOTHY T.
YUEN, UNIVERSITY O/TEXAS AT AUSTIN, USA SEETION 111 TEACHING AND LEAMING
WITH MULTIMEDIA CHAPTERXL THE COGNITIVE DEMANDS OF STUDENT-CENTERED,
WEB-BASED MULTIMEDIA: CURRENT AND EMERGING PERSPECTIVES 194 MIEHAE/ J.
HANNAFIN, UNIVERSITY OFGEORGIA, USA RIEHARD E. WEST, UNIVERSITY OF
GEORGIA, USA CRAIG E. SHEPHERD, UNIVERSITY OFWYOMING, USA CHAPTERXLI
SUPPORTING DISCOVERY-BASED LEARNING WITHIN SIMULATIONS 217 LLOYD P.
RIEHER, THE UNIVERSITY OF GEORGIA, USA CHAPTER XIII FOSTERING TRANSFER
IN MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS 237 GINA J. MARIANO, VIRGINIA
TEEH, USA PETER E. DOOLITT/E, VIRGINIA TEEH, USA DAVID HIEKS, VIRGINIA
TEEH, USA CHAPTERXIV CONCEPTUAL CUSTOMIZATION FOR LEAMING WITH
MULTIMEDIA: DEVELOPING INDIVIDUAL INSTRUCTIONAL EXPERIENCES TO SUPPORT
SCIENCE UNDERSTANDING 260 KIRSTEN R. BUTEHER, UNIVERSITY OF UTAH, USA
SEHASTIAN DE /A CHICA, UNIVERSITY OF C%RADO AT BOU/DER, USA FAISA/
AHMAD, UNIVERSITY OFC%RADO AT BOU/DER, USA QIANYI GU, UNIVERSITY OF
C%RADO AT BOU/DER, USA TAMARA SUMNER, UNIVERSITY OF C%RADO AT BOU/DER,
USA JAMES H MARTIN, UNIVERSITY OFC%RADO AT BOU/DER, USA CHAPTERXV
DESIGNING MULTIMEDIA TO TRACE GOAL SETTING IN STUDYING 288 MINGMING
ZHOU, SIMON FRASER UNIVERSITY, CANADA PHILIP H WINNE, SIMON FRASER
UNIVERSITY, CANADA CHAPTERXVI USING NARRATIVE AND GAME-SCHEMA
ACQUISITION TECHNIQUES TO SUPPORT LEAMING FROM EDUCATIONAL GAMES 312
A/AN D. KOENIG, UNIVERSITY OFCALIFORNIA-LOS ANGE/ES, USA ROHERT
KATKINSON, ARIZONA STATE UNIVERSITY, USA CHAPTER XVII HOW LITERACY
EMERGES FROM LIVING BOOKS IN THE DIGITAL ERA: NEW CHANCES FOR YOUNG
LINGUISTICALLY DISADVANTAGED CHILDREN 326 MARIAN J.A.J. VERHALLEN,
LEIDEN UNIVERSITY, THE NETHERLANDS ADRIANA G. BUS, LEIDEN UNIVERSITY,
THE NETHERLANDS CHAPTER XVIII EMERGENCE OF ANALOGIES IN COLLABORATIVELY
CONDUCTED COMPUTER SIMULATIONS 340 WO/FF-MIEHAEL ROTH, UNIVERSITY 0/
VIETORIA, CANADA COMPILATION OF REFERENCES 362 ABOUT THE CONTRIBUTORS
408 INDEX 415 DETAILED TABLE OF CONTENTS PREFACE XV ACKNOWLEDGMENT XXI
SECTION I MULTIMEDIA LEARNING: COGNITIVE PERSPECTIVES CHAPTERI COGNITIVE
ARCHITECTURE AND INSTRUCTIONAL DESIGN IN A MULTIMEDIA CONTEXT I RENAE
LOW, UNIVERSITY 0/ NEW SOUTH WALES, AUSTRALIA PUTAI JIN, UNIVERSITY 0/
NEW SOUTH WALES, AUSTRALIA JOHN SWELLER, UNIVERSITY 0/ NEW SOUTH WALES,
AUSTRALIA THIS CHAPTER DESCRIBES HUMAN COGNITIVE ARCHITECTURE WITHIN AN
EVOLUTIONARY FRAMEWORK. THE FRAMEWORK CAN BE USED AS A BASE FOR
COGNITIVE LOAD THEORY THAT USES HUMAN COGNITIVE ARCHITECTURE TO PROVIDE
TESTABLE HYPOTHESES CONCERNING INSTRUCTIONAL DESIGN ISSUES. HUMAN
COGNITION CAN BE CHARACTERIZED AS A NATURAL INFORMATION PROCESSING
SYSTEM. THE CORE OF SUCH SYSTEMS CAN BE DESCRIBED USING FIVE PRINCIPLES:
(A) IN- FORMATION STORE PRINCIPLE, (B) BORROWING PRINCIPLE AND
REORGANIZING PRINCIPLE, (C) RANDOMNESS AS GENESIS PRINCIPLE, (D) NARROW
LIMITS OF CHANGE PRINCIPLE, AND (E) ENVIRONMENT ORGANIZING AND LINKING
PRINCIPLE. THESE FIVE PRINCIPLES LEAD DIRECTLY TO THE INSTRUCTIONAL
EFFECTS GENERATED BY COGNITIVE LOAD THEORY. SOME OFTHESE EFFECTS ARE
CONCERNED WITH MULTIMEDIA LEARNING. THE PARTICULAR ONES DISCUSSED IN THE
CHAPTER ARE THE SPLIT-ATTENTION, MODALITY, REDUNDANCY, ELEMENT
INTERACTIVITY, AND EXPERTISE REVERSAL EFFECTS. CHAPTERLL MULTIMEDIA
LEARNING AND WORKING MEMORY CAPACITY 17 PETER E. DOOLITTLE, VIRGINIA
TECH, USA KRISTA P. TERRY, RAD/ORD UNIVERSITY, USA GINA J. MARIANO,
VIRGINIA TECH, USA THIS CHAPTER ADDRESSES THE ROLE THAT WORKING MEMORY
CAPACITY (WMC) PLAYS IN LEARNING IN MULTIMEDIA ENVIRONMENTS. IT FOCUSES
ON HOW INDIVIDUAL DIFFERENCES IN ATTENTIONAL CONTROL, AFFECT COGNITIVE
PERFOR- MANCE IN GENERAL, AND COGNITIVE PERFORMANCE IN MULTIMEDIA
ENVIRONMENTS, IN PARTICULAR. THE AUTHORS CONDUCTED A STUDY THAT EXAMINED
THE EFFECTS OFWMC ON LEARNING IN A MULTIMEDIA ENVIRONMENT. RESULTS
OFTHIS STUDY INDICATED STUDENTS WITH HIGH WMC RECALLED AND TRANSFERRED
SIGNIFICANTLY MORE INFORMATION THAN STUDENTS WITH LOW WMC. ULTIMATELY,
THE CHAPTER PROVIDES EVIDENCE THAT INDIVIDUAL DIFFERENCES IN WORKING
MEMORY CAPACITY SHOULD BE TAKEN INTO ACCOUNT WHEN CREATING AND
IMPLEMENTING MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS. CHAPTERM MEASUREMENT
OFCOGNITIVE LOAD DURING MULTIMEDIA LEARNINGACTIVITIES 34 ANNE E. COOLE,
UNIVERSITY 0/ UTAH, USA ROBERT Z. ZHENG, UNIVERSITY 0/ UTAH, USA
JACQUELYN W: BLAZ, UNIVERSITY 0/ UTAH, USA THIS CHAPTER FOCUSES ON
ISSUES DEALING WITH THE DEFINITION AND MEASUREMENT OF COGNITIVE LOAD IN
MUL- TIMEDIA AND OTHER COMPLEX LEARNING ACTIVITIES. THE CHAPTER IS
BROKEN INTO THREE MAIN SECTIONS: DEFINING MULTIMEDIA LEARNING AND
DESCRIBING ITS EFFECTS ON COGNITIVE LOAD; DESCRIBING THEORETICAL
DEFINITIONS OF COGNITIVE LOAD; AND MAPPING DEFINITIONS OF COGNITIVE LOAD
ONTO COMMONLY USED MEASUREMENT TECHNIQUES. THE CHAPTER CONCLUDES WITH A
DISCUSSION OF HOW RESEARCH ON MULTIMEDIA LEARNING AND COGNITIVE LOAD
COULD BE ADVANCED BY CAREFULLY CONSIDERING ISSUES OF CONSTRUCT VALIDITY,
AND BY INCLUDING THE USE OF CONVERGENT MEASUREMENT TECHNIQUES. CHAPTERIV
MANIPULATING MULTIMEDIA MATERIALS 51 STEPHEN K REED, SAN DIEGO STATE
UNIVERSITY, USA THE CHAPTER DISCUSSES A THEORETICAL FRAMEWORK FOR
DESIGNING MULTIMEDIA IN WHICH MANIPULATION, RATHER THAN PERCEPTION, OF
OBJECTS PLAYS THE PREDOMINANT ROLE. THE FRAMEWORK IS BASED ON RESEARCH
BY COGNI- TIVE PSYCHOLOGISTS AND ON ENGELKAMP S (1998) MULTIMODAL MODEL
OF ACTION-BASED LEARNING. ALTHOUGH THE ASSUMPTIONS OFENGELKAMP S MODEL
SHOULD BE HELPFUL FOR INSTRUCTIONAL DESIGN, THEY ARE NOT COMPLETE ENOUGH
TO INCLUDE THE ADDITIONAL DEMANDS OF MULTIMEDIA LEARNING. THESE
ADDITIONAL DEMANDS CAN RESULT IN UNINTENDED ACTIONS, INVOLVE SEQUENCES
OF RELATED ACTIONS, AND REQUIRE REFLECTION ABOUT DOMAIN-SPECIFIC
KNOWLEDGE. ACTIONS CAN BE PERFORMED ON EITHER PHYSICAL OR VIRTUAL
MANIPULATIVES, BUT VIRTUAL MANIPU- LATIVES EXIST IN IDEALIZED
ENVIRONMENTS, SUPPORT CONTINUOUS TRANSFORMATIONS OF OBJECTS, AND ALLOW
FOR DYNAMIC LINKING TO OTHER OBJECTS, SYMBOLS, AND DATA DISPLAYS. THE
USE OF MANIPULATIVES IN THE BUILDING BLOCKS AND ANIMATION TUTOR PROJECTS
PROVIDE ILLUSTRATIONS. CHAPTERV THEORETICAL AND INSTRUCTIONAL ASPECTS
OFLEARNING WITH VISUALIZATIONS 67 KATHARINA &HEITER, UNIVERSITY
O/TUEBINGEN, GERMANY ERIC WIEBE, NORTH CAROLINA STATE UNIVERSITY, USA
JANA HOLSANOVA, LUND UNIVERSITY, SWEDEN THE CHAPTER USES A SEMIOTICS
APPROACH TO PROVIDE ADEFINITION OF VISUALIZATIONS AS A SPECIFIC FORM OF
EXTERNAL REPRESENTATION. IT THEN DISCUSSES THE DIFFERENCES BETWEEN
VERBAL AND VISUAL REPRESENTATIONS IN HOW THEY REPRESENT INFORMATION, AND
FINALLY, HOW MEANING IS ACHIEVED WHEN LEARNING WITH THEM. ALSO INCLUDED
IN THE CHAPTER IS THE DISCUSSION OFBASIC PERCEPTUAL AND COGNITIVE
PROCESSES RELEVANT TO LEARNING WITH VISUALIZATIONS. THIS BACKGROUND IS
USED TO SPECIFY THE INSTRUCTIONAL FUNCTIONS THAT VISUALIZATIONS HAVE
EITHER AS SELF-CONTAINED INSTRUCTIONAL MESSAGES OR AS TEXT ADJUNCTS.
MOREOVER, THE ROLE OF INDIVIDUAL DIFFERENCES IN PROCESSING
VISUALIZATIONS IS HIGHLIGHTED. THE CHAPTER ENDS WITH METHODOLOGICAL
SUGGESTIONS CONCEMING THE IMPORTANT ROLE OF INTERDISCIPLINARY RESEARCH
AND ASSESSMENT METHODS IN THIS AREA. CHAPTERVI THE INFLUENCE OFVISUAL
AND TEMPORAL DYNAMICS ON SPLIT ATTENTION: EVIDENCES FROM EYE TRACKING 89
FLORIAN SCHMIDT-WEIGAND, UNIVERSITY OFKASSEL, GERMANY THIS CHAPTER
INTRODUCES EYE TRACKING AS A METHOD TO OBSERVE HOW THE SPLIT OFVISUAL
ATTENTION IS MANAGED IN MULTIMEDIA LEAMING. THE CHAPTER REVIEWS EYE
TRACKING LITERATURE ON MULTIREPRESENTATIONAL MATERIAL. A SPECIAL
EMPHASIS WILL BE DEVOTED TO RECENT STUDIES WHICH WERE CONDUCTED TO
EXPLORE VIEWING BEHAVIOR IN LEAMING FROM DYNAMIC VS. STATIC
VISUALIZATIONS AND THE MATTER OF PACING OF PRESENTATION. IT IS ARGUED
THAT THE LEAMERS VIEWING BEHAVIOR IS AFFECTED BY DESIGN CHARACTERISTICS
OF THE LEAMING MATERIAL. CHAR- ACTERISTICS LIKE THE DYNAMICS OF
VISUALIZATION, OR THE PACE OF PRESENTATION, ONLY SLIGHTLY INFLUENCE THE
LEAMERS VISUAL STRATEGY WHILE USER INTERACTION (I.E., LEAMER CONTROLLED
PACE OF PRESENTATION) LEADS TO A DIFFERENT VISUAL STRATEGY COMPARED TO
SYSTEM-PACED PRESENTATION. TAKING VIEWING BEHAVIOR AS AN INDICA- TOR OF
HOW SPLIT ATTENTION IS MANAGED THE HARMS OF A SPLIT SOURCE FORMAT IN
MULTIMEDIA LEAMING CAN BE OVERCOME BY IMPLEMENTING A USER INTERACTION
THAT ALLOWS THE LEAMER TO ADAPT THE MATERIAL TO PERCEPTUAL AND
INDIVIDUAL CHARACTERISTICS. CHAPTERVII SPATIAL AND NONSPATIAL
INTEGRATION IN LEAMING AND TRAINING WITH MULTIMEDIA SYSTEMS 108 TAD T.
BRUNYE, US. ARMY NSRDEC, CONSUMER RESEARCH & COGNITIVE SCIENCE, USA &
TUFTS UNIVERSITY, USA TALI DITMAN, TUFTS UNIVERSITY, USA & MASSACHUSETTS
GENERAL HOSPITAL, USA JASON S. AUGUSTYN, US. ARMY NSRDEC, CONSUMER
RESEARCH & COGNITIVE SCIENCE, USA CAROLINE R. MAHONEY, US. ARMY NSRDEC,
CONSUMER RESEARCH & COGNITIVE SCIENCE, USA & TUFTS UNIVERSITY, USA
MULTIFORMAT AND MODALITY INTERFACES HAVE BECOME POPULAR AND EFFECTIVE
TOOLS FORPRESENTING INFORMATION IN TRAINING AND INSTRUCTIONAL SYSTEMS.
TECHNOLOGICAL INNOVATION, HOWEVER, HAS FAR SURPASSED RESEARCHERS
UNDERSTANDING OF HOW AND UNDER WHAT CIRCUMSTANCES THESE TECHNOLOGIES ARE
USEFUL TOWARDS INFORMA- TION GATHERING. SOME RECENT RESEARCH HAS BEGUN
TO CHARACTERIZE THE COGNITIVE MECHANISMS THAT MAY BE RESPONSIBLE FOR THE
COMPREHENSION AND MEMORY ADVANTAGES TYPICALLY SEEN WITH MULTIMEDIA
LEAMING AS WEIL AS THE ROLE OF INDIVIDUAL DIFFERENCES IN THIS PROCESS.
OTHER WORK HAS DEFINED EFFECTIVE PEDAGOGICAL PRACTICES, SUCH AS
INSTRUCTIONAL CONTENT AND ORGANIZATION, FOR PRODUCING ENGAGING AND
EFFECTIVE LEAMING EXPERIENCES. THIS CHAPTER ATTEMPTS TO BRIDGE THESE TWO
RESEARCH AREAS, PROVIDES CONCRETE DESIGN RECOM- MENDATIONS FOR CUERENT
INSTRUCTIONAL PRACTICE, AND DIRECTIONS FOR FUTURE RESEARCH. CHAPTERVM
NEW FONNS OFDEEP LEAMING ON THE WEB: MEETING THE CHALLENGE OFCOGNITIVE
LOAD IN CONDITIONS OFUNFETTERED EXPLORATION IN ONLINE MULTIMEDIA
ENVIRONMENTS 134 MIKE DESCHRYVER, MICHIGAN STATE UNIVERSITY, USA RAND J.
SPIRO, MICHIGAN STATE UNIVERSITY, USA THE WEB IS EMERGING AS A
QUINTESSENTIAL MULTIMEDIA ENVIRONMENT FOR COMPLEX LEAMING, PARTICULARLY
IN ILL-STRUCTURED DOMAINS. THIS CHAPTER EXPLORES THE COGNITIVE LOAD
CONSIDERATIONS ASSOCIATED WITH SEVERAL CONSTRUCTS OF DEEP AND EXTENDED
LEAMING ON THE WEB. ALSO EXAMINED, IS HOW ADJUNCT ONLINE TOOLS AND THE
ROLE OF LEAMER MOTIVATION MAY HELP AMELIORATE COGNITIVE LOAD CONCEMS
WHEN IMMERSED IN WEB ENVIRONMENTS. THE NEED FOR A RECONCEPTUALIZATION OF
COGNITIVE LOAD THEORY IS PROPOSED FOR MORE ILL- STRUCTURED CONCEPTUAL
ARENAS. THE RECONCEPTUALIZATION EMPHASIZES SUPPORT FOR THE DEVELOPMENT
OFFLEXIBLE KNOWLEDGE ASSEMBLY SKILLS THROUGH PROCESSES OF ORGANIE,
RECIPROCAL, AND DEEP WEB LEAMING. SECTION 11 MULTIMEDIA LEARNING:
AFFECTIVE PERSPECTIVES CHAPTERIX . MOTIVATION AND MULTIMEDIA LEAMING 154
RENAE LOW, UNIVERSITY 0/ NEW SOUTH WALES, AUSTRALIA PUTAI JIN,
UNIVERSITY 0/ NEW SOUTH WALES, AUSTRALIA ALTHOUGH RESEARCH ON COGNITIVE
EFFECTS AND THEIR IMPLICATIONS FOR INSTRUCTIONAL DESIGN IS RICH,
RESEARCH ON THE EFFECTS OFMOTIVATION IN A MULTIMEDIA LEAMING CONTEXT IS
SURPRISINGLY SCARCE. SINCE ONE OFTHE MAJOR GOALS OF PROVIDING MULTIMEDIA
INSTRUCTION IS TO MOTIVATE STUDENTS, THERE IS A NEED TO EXAMINE
MOTIVATIONAL ELEMENTS. THIS CHAPTER FOCUSES ON FOUTMAJOR MOTIVATION
THEORIES-EXPECTANCY-VALUE THEORY, SELF-EFFICACY, GOAL-SETTING AND TASK
MOTIVATION, AND SELF-DETENNINATION THEORY-AND TWO MOTIVATION MODELS-ARCS
MODEL AND THE INTEGRATED MODEL OF COGNITIVE-MOTIVATIONAL PROCESSES -THAT
ARE DERIVED FROM MULTIMEDIA RESEARCH, AND REVIEWS THE LITERATURE ON
MOTIVATION IN MULTIMEDIA LEAMING CONTEXTS. SUGGESTIONS ARE MADE WITH
RESPECT TO MOTIVATION FEATURES AND HOW THEY CAN BE INCORPORATED IN
MULTIMEDIA LEAMING RESOURCES TO OPTIMIZE LEAMERS EXPERIENCE. CHAPTERX
WHAT FACTORS MAKE A MULTIMEDIA LEAMING ENVIRONMENT ENGAGING: A CASE
STUDY 173 MIN LIU, UNIVERSITY O/TEXAS AT AUSTIN, USA PAUL TOPRAC,
SOUTHERN METHODIST UNIVERSITY, USA TIMOTHY T. YUEN, UNIVERSITY O/TEXAS
AT AUSTIN, USA THIS STUDY INVESTIGATES STUDENTS ENGAGEMENT WITH A
MULTIMEDIA ENHANCED PROBLEM-BASED LEAMING (PBL) ENVIRONMENT, ALIEN
RESCUE. ALIEN RESCUE IS A PBL ENVIRONMENT FOR STUDENTS TO LEAM SCIENCE.
FIFTY-SEVEN SIXTH-GRADE STUDENTS WERE INTERVIEWED. ANALYSIS OFTHE
INTERVIEWS, USING THE CONSTANT COM- PARATIVE METHOD, SHOWED THAT
STUDENTS WERE INTRINSICALLY MOTIVATED AND THAT THERE WERE 11 KEY
ELEMENTS OF ALIEN RESCUE THAT HELPED EVOKE STUDENTS MOTIVATION:
AUTHENTICITY, CHALLENGE, COGNITIVE ENGAGEMENT, COMPETENCE, CHOICE,
FANTASY, IDENTITY, INTERACTIVITY, NOVELTY, SENSORY ENGAGEMENT, AND
SOCIAL RELATIONS. THESE ELEMENTS CAN BE GROUPED INTO FIVE PERSPECTIVES
OFTHE SOURCES OFINTRINSIC MOTIVATION FOR STUDENTS USING THE PBL
ENVIRONMENT: PROBLEM SOLVING, PLAYING, SOCIALIZING, INFONNATION
PROCESSING, AND VOLUN- TARY ACTING; WITH PROBLEM SOLVING AND PLAYING
CONTRIBUTING THE HIGHEST LEVEL OF INTRINSIC MOTIVATION. THE FINDINGS ARE
DISCUSSED WITH RESPECT TO DESIGNING MULTIMEDIA LEAMING ENVIRONMENTS.
SEDIONILL TEACBING AND LEARNING WITB MULTIMEDIA CBAPTERXI THE COGNITIVE
DEMANDS OF STUDENT-CENTERED, WEB-BASED MULTIMEDIA: CURRENT AND EMERGING
PERSPECTIVES 194 MICHAEL J. HANNAFIN, UNIVERSITY O/GEORGIA, USA RICHARD
E. WEST, UNIVERSITY O/GEORGIA, USA CRAIG E. SHEPHERD, UNIVERSITY 0/
JJ)JOMING, USA THIS CHAPTER EXAMINES THE COGNITIVE DEMANDS OF
STUDENT-CENTERED LEAMING, FROM AND WITH, WEB-BASED MULTIMEDIA. IN
CONTRAST TO EXTERNALLY-STRUCTURED DIRECTED LEAMING, DURING
STUDENT-CENTERED LEAMING THE INDIVIDUAL ASSURNES RESPONSIBILITY FOR
DETENNINING LEAMING GOALS, MONITORING PROGRESS TOWARD MEETING GOALS,
ADJUSTING OR ADAPTING APPROACHES AS WARRANTED, AND DETENNINING WHEN
INDIVIDUAL GOALS HAVE BEEN ADEQUATELY ADDRESSED. THESE TASKS CAN BE
PARTICULARLY CHALLENGING IN LEAMING FROM THE WORLD WIDE WEB, WHERE
BILLIONS OF RESOURCES ADDRESS A VARIETY OF NEEDS. THE INDIVIDUAL, IN
EFFECT. MUST IDENTIFY WHICH TOOLS AND RESOURCES ARE AVAILABLE AND
APPROPRIATE, HOW TO ASSEMBLE THEM, AND HOW TO MANAGE THE PROCESS TO
SUPPORT UNIQUE LEAMING GOALS. THE CHAPTER FOCUSES ON THE APPLICABILITY
OF CURRENT COGNITIVE PRINCIPLES TO WEB-BASED MULTIMEDIA LEAMING AND
IMPLICATIONS FOR RESEARCH. CBAPTERXII SUPPORTING DISCOVERY-BASED LEAMING
WITHIN SIMULATIONS 217 LLOYD P. RIEBER, THE UNIVERSITY 0/ GEORGIA, USA
THIS CHAPTER PRESENTS A REVIEW OF RESEARCH ON THE USE AND ROLE OF
INTERACTIVE SIMULATIONS FOR LEAMING. CONTEMPORARY THEORIES OF LEAMING,
INSTRUCTION, AND MEDIA, SUGGEST THAT LEAMING INVOLVES A COMPLEX
RELATIONSHIP AND DEPENDENCY BETWEEN A LEAMER S PRIOR KNOWLEDGE, A
LEAMER S MOTIVATION, THE CONTEXT. THE TASK, AND THE RESOURCES (E.G.,
SIMULATIONS) PROVIDED TO AND USED BY THE LEAMER TO SUPPORT OR ENABLE THE
TASK. GIVEN THIS PERSPECTIVE, AND DATA FROM AN EVOLVING RESEARCH
PROGRAM, SIMULATIONS ARE BEST USED TO HELP LEAMERS CONSTRUCT KNOWLEDGE
AND MAKE MEANING BY GIVING THEM CONTROL OVER PHENOMENA MODELED BY THE
SIMULATION. SEVERAL THEORETICAL FRAMEWORKS HAVE GUIDED THIS RESEARCH
PROGRAM: DUAL CODING THEORY, MENTAL MODELS, AND CONSTRUCTIVIST LEAMING
THEORY. AN OVERALL RESULT OF THIS RESEARCH IS THAT LEAMING SHOULD BE
BASED ON EXPERIENCE, SUCH AS THAT DERIVED FROM INTERACTING WITH A
SIMULATION, AND SUPPORTED WITH EXPLANATIONS. THIS IS COUNTER TO
TRADITIONAL EDUCATIONAL WISDOM WHERE EXPLANATIONS RULE INSTRUCTIONAL
STRATEGIES. CHAPTER XIII FOSTERING TRANSFER IN MULTIMEDIA INSTRUCTIONAL
ENVIRONMENTS 237 GINA J. MARIANO, VIRGINIA TECH, USA PETER E. DOO/ITTLE,
VIRGINIA TECH, USA DAVID HICKS, VIRGINIA TECH, USA THE ROLE AND
PROMOTION OFTRANSFER IN MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS IS AN
OFT-NEGLECTED CONCEPT IN INSTRUCTIONAL MULTIMEDIA RESEARCH. HOWEVER,
WHILE MOST INSTRUCTIONAL MULTIMEDIA RESEARCH DOES NOT FOCUS SPECIFICALLY
ON TRANSFER, THE MAJORITY OF BASIC MULTIMEDIA RESEARCH CONDUCTED USES
RETENTION AND TRANSFER AS DEPENDENT MEASURES. THE PURPOSES OFTHIS
CHAPTER ARE TO (A) PROVIDE A REVIEW OFTHE CURRENT STATE OF THE TRANSFER
LITERATURE, (B) PROVIDE A SYNTHESIS OF THE EXISTING LITERATURE ON THE
EVIDENCE FOR TRANSFER IN MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS, AND (C)
PROVIDE ASERIES OF STRATEGIES FOR CONSTRUCTING AND USING MULTIMEDIA FOR
THE PURPOSE OF FOSTERING TRANSFER. THE SIGNIFICANCE OF PROACTIVELY
CREATING MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS THAT FOSTERS TRANSFER,
LAYS IN THE BENEFITS OF CREATING KNOWLEDGE THAT MAY BE GENERALIZED AND
APPLIED IN THE REAL WORLD. SPECIFICALLY, KNOWLEDGE THAT MAY BE
GENERALIZED, APPLIED, OR TRANSFERRED BROADLY, FACILITATES THE LEAMER S
ABILITY TO SOLVE PROBLEMS OF ALL TYPES. IN ADDITION, AND UNFORTUNATELY
EVEN UNDER THE BEST OF CONDITIONS, FOSTERING TRANSFER IS CHALLENGING;
THUS, A PROACTIVE STANCE IN FOSTERING TRANSFER IS NECESSARY TO INCREASE
THE LIKELIHOOD OF GENERATING KNOWLEDGE TRANSFER. CHAPTERXIV CONCEPTUAL
CUSTOMIZATION FOR LEAMING WITH MULTIMEDIA: DEVELOPING INDIVIDUAL
INSTRUCTIONAL EXPERIENCES TO SUPPORT SCIENCE UNDERSTANDING , 260 KIRSTEN
R BUTCHER, UNIVERSITY 0/ UTAH, USA SEBASTIAN DE LA CHICA, UNIVERSITY
O/COLORADO AT BOULDER, USA FAISAL AHMAD, UNIVERSITY O/COLORADO AT
BOULDER, USA QIANYI GU, UNIVERSITY 0/ COLORADO AT BOULDER, USA TAMARA
SUMNER, UNIVERSITY 0/ COLORADO AT BOULDER, USA JAMES R MARTIN,
UNIVERSITY 0/ COLORADO AT BOULDER, USA THIS CHAPTER DISCUSSES AN
EMERGING THEME IN SUPPORTING EFFECTIVE MULTIMEDIA LEAMING: DEVELOPING
SCAL- ABLE, COGNITIVELY-GROUNDED TOOLS THAT CUSTOMIZE LEAMING
INTERACTIONS FOR INDIVIDUAL STUDENTS. THE THEORETI- CAL FOUNDATION FOR
EXPECTED BENEFITS OF CUSTOMIZATION AND CURRENT APPROACHES IN EDUCATIONAL
TECHNOLOGY THAT LEVERAGE LEAMER PRIOR KNOWLEDGE IS DISCUSSED. FOLLOWED
BY A DESCRIPTION OF THE DEVELOPMENT OF A CUSTOMIZED TOOL FOR SCIENCE
LEAMING, CALLED CLICK, THAT USES AUTOMATIE TECHNIQUES TO CREATE
KNOWLEDGE MODELS THAT CAN BE FED INTO COGNITIVELY-INFORMED PEDAGOGICAL
TOOLS. CLICK LEVERAGES EXISTING MULTIMEDIA RESOURCES IN EDUCATIONAL
DIGITAL IIBRARIES FOR TWO PURPOSES. TO GENERATE RICH REPRESENTATIONS OF
DOMAIN CONTENT RELEVANT FOR LEAMER MODELING THAT ARE EASILY SCALED TO
NEW DOMAINS AND DISCIPLINES, AND ALSO TO SERVE AS A REPOSITORY OF
INSTRUCTIONAL RESOURCES THAT SUPPORT CUSTOMIZED PEDAGOGICAL
INTERACTIONS. THE POTENTIAL OFTHE CLICK SYSTEM IS DISCUSSED ALONG WITH
INITIAL COMPARISONS OFKNOWLEDGE MODELS CREATED BY CLICK AND HUMAN
EXPERTS. FINALLY, THE CHAPTER DISCUSSES REMAINING CHALLENGES AND
RELEVANT FUTURE EXTENSIONS FOR EFFECTIVE CUSTOMIZATION TOOLS IN
EDUCATIONAL TECHNOLOGY. CHAPTERXV DESIGNING MULTIMEDIA TO TRACE GOAL
SETTING IN STUDYING 288 MINGMING ZHOU, SIMON FRASER UNIVERSITY, CANADA
PHI/IP H WINNE, SIMON FRASER UNIVERSITY, CANADA MULTIMEDIA ENVIRONMENTS
CAN BENEFIT LEAMING AS WEIL AS OFFER SIGNIFICANT CAPACITY TO SERVE
RESEARCH PURPOSES. THE AUTHORS REVIEWED CURRENT HYPERMEDIA LEAMING
MODELS, SPECIFICALLY FOCUSING ON HOW THEY INTEGRATE MOTIVATIONAL
ELEMENTS INTO THEIR FRAMEWORKS. THE GOAL-TRACING METHODOLOGY WAS
PROPOSED TO IDENTIFY TRACES OF LEAMERS USE OF COGNITIVE TOOLS THAT
REFLECT THEIR GOAL ORIENTATIONS. BY APPLYING DATA MINING TECHNIQUES TO
THESE DATA, THE AUTHORS SHOW HOW IT IS POSSIBLE TO IDENTIFY GOAL
PATTERNS TOGETHER WITH STUDY TACTIC PATTERNS. THE AUTHORS PROPOSE THAT
FUTURE RESEARCH COULD BENEFIT SUBSTANTIALLY BY MERGING TRACE
METHODOLOGIES WITH OTHER METHODS FOR GATHERING DATA ABOUT MOTIVATION AND
LEAMING. CHAPTERXVI USING NARRATIVE AND GAME-SCHEMA ACQUISITION
TECHNIQUES TO SUPPORT LEAMING FROM EDUCATIONAL GAMES 312 ALAN D. KOENIG,
UNIVERSITY OFCALIFORNICRLOS ANGELES, USA ROHERT KATKINSON, ARIZONA STATE
UNIVERSITY, USA THE FIRST PART OF THIS CHAPTER EXPLORES HOW NARRATIVE
CAN BE USED AS A COGNITIVE AID IN ED~CATIONAL VIDEO GAMES. IT DISCUSSES
HOW NARRATIVE IS CURRENTLY USED IN GAMES, AND HOW THAT MODALITY OF
PRESENTATION, WHEN COMBINED WITH INSTRUCTION, IS COMPLIMENTMY TO THE WAY
WE COMPREHEND, STORE, AND RETRIEVE INFORMATION. THE SECOND PART OF THE
CHAPTER REVIEWS THE COGNITIVE PREREQUISITES NEEDED IN THE MINDS OF
PLAYERS TO ADEQUATELY ATTEND TO, AND LEVERAGE, THE INSTRUCTIONAL ASPECTS
OF GAMES. TO THIS END, IT OFFERS SUGGESTIONS FOR HOW TO INSTILI A
FUNCTIONAL GAME-SCHEMA IN THE MINDS OF NOVICE PLAYERS SO THAT THEY CAN
BE PRODUCTIVE IN THE GAME ENVIRONMENT. THE FOCUS ON THE INTERPLAY OF
NARRATIVE AND GAME SCHEMA CONSTRUCTION IN THIS CHAPTER IS ALSO MEANT TO
SERVE AS A MODEL FOR A HOLISTIC APPROACH TO GAMES RESEARCH IN WHICH A
GAME S COGNITIVE PREREQUISITES ARE EXPLICITLY STUDIED ALONGSIDE THE MORE
TRADITIONAL PEDAGOGICAL MEASURES. CHAPTER XVII HOW LITERACY EMERGES FROM
LIVING BOOKS IN THE DIGITAL ERA: NEW CHANCES FOR YOUNG LINGUISTICALLY
DISADVANTAGED CHILDREN 326 MARIAN J.A.J. VERHALLEN, LEIDEN UNIVERSITY,
THE NETHERLANDS ADRIANA G. BUS, LEIDEN UNIVERSITY, THE NETHERLANDS
ADVANCED DIGITAL STORYBOOKS OFFER, IN ADDITION TO AN ORAL RENDITION OF
TEXT, THE POSSIBILITY OF ENHANCING STORY CONTENT THROUGH THE USE OF
VIDEO. IN THREE EXPERIMENTS EFFECTS OF ADDED VIDEO WITH ACCOMPANY- ING
MUSIC AND SOUND ON LANGUAGE COMPREHENSION AND LANGUAGE ACQUISITION WERE
TESTED IN A GROUP OF SECOND LANGUAGE LEAMERS FROM LOW EDUCATED FAMILIES.
THREE QUESTIONS WERE POSED. DO VIDEO ADDITIONS POSITIVELY INFLUENCE
YOUNG CHILDREN S STORY UNDERSTANDING OVER AND ABOVE STILL IMAGES WHEN
LISTENING TO A STORYBOOK? HOW DOES VIDEO ADD TO LANGUAGE ACQUISITION;
THROUGH ADDED INFORMATION OR THROUGH THE APPRAISAL OFHELPFULNESS OFTHE
ADDED INFORMATION? DO THESE EXTRA INFORMATION SOURCES BENEFIT ALL YOUNG
CHILDREN TO THE SAME EXTENT OR ESPECIALLY CHILDREN WITH INSUFFICIENT
PRIOR KNOWLEDGE? CHAPTER XVIII EMERGENCE OF ANALOGIES IN COLLABORATIVELY
CONDUCTED COMPUTER SIMULATIONS 340 WO/FF-MIEHAEL ROTH, UNIVERSITY OF
VIETORIA, CANADA TO LEAM BY MEANS OF ANALOGIES, STUDENTS HAVE TO SEE
SURFACE AND DEEP STRUCTURES IN BOTH SOURCE AND TARGET DOMAINS. EDUCATORS
GENERALLY ASSUME THAT STUDENTS, PRESENTED WITH IMAGES, TEXTS, VIDEO, OR
DEMONSTRATIONS, SEE WHAT THE CURRICULUM DESIGNER INTENDS THEM TO SEE,
THAT IS, PICK OUT AND INTEGRATE INFORMATION INTO THEIR EXISTING
UNDERSTANDING. THERE IS HOWEVER, EVIDENCE THAT STUDENTS DO NOT SEE WHAT
THEY ARE SUPPOSED TO SEE, WHICH PRECISELY INHIBITS THEM TO LEAM WHAT
THEY ARE SUPPOSED TO LEAM. IN THIS EXTENDED CASE STUDY, WHICH
EXEMPLIFIES A SUCCESSFUL MULTIMEDIA APPLICATION, THREE CLASSROOM
EPISODES ARE USED (A) TO SHOW HOW STUDENTS IN AN ADVANCED PHYSICS COURSE
DO NOT SEE RELEVANT INFORMATION ON THE COMPUTER MONITOR, (B) TO
EXEMPLIFY TEACHING STRATEGIES DESIGNED TO ALLOW RELEVANT STRUCTURES TO
BECOME SALIENT IN STUDENTS PERCEPTION ALLOWING THEM TO GENERATE
ANALOGIES AND THEREBY LEAM, AND (C) TO EXEMPLIFY HOW A TEACHER MIGHT
ASSIST STUDENTS IN BRIDGING FROM THE MULTIMEDIA CONTEXT TO THE REAL
WORLD. COMPILATION OF REFERENCES 362 ABOUT THE CONTRIBUTORS 408 INDEX
415
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TABLE OF CONTENTS PREFACE , : XV ACKNOWLEDGMENT XXI SECTION I MULTIMEDIA
LEARNING: COGNITIVE PERSPECTIVES CHAPTER I COGNITIVE ARCHITECTURE AND
INSTRUCTIONAL DESIGN IN A MULTIMEDIA CONTEXT 1 RENAE LOW, UNIVERSITY 0/
NEW SOUTH WALES, AUSTRA/IA PUTAI JIN, UNIVERSITY O/NEW SOUTH WALES,
AUSTRA/IA JOHN SWE//ER, UNIVERSITY 0/ NEW SOUTH WALES, AUSTRA/IA
CHAPTERLL MULTIMEDIA LEARNING AND WORKING MEMORY CAPACITY 17 PETER E.
DOO/ITTLE, VIRGINIA TECH, USA KRISTA P. TERRY, RAD/ORD UNIVERSITY, USA
GINA J. MARIANO, VIRGINIA TECH, USA CHAPTERILL MEASUREMENT OF COGNITIVE
LOAD DURING MULTIMEDIA LEARNING ACTIVITIES 34 ANNE E. COOK, UNIVERSITY
0/ UTAH, USA ROBERT Z. ZHENG, UNIVERSITY 0/ UTAH, USA JACQUELYN W: B/AZ,
UNIVERSITY 0/ UTAH, USA CHAPTERIV MANIPULATING MULTIMEDIA MATERIALS 51
STEPHEN K REED, SAN DIEGO STATE UNIVERSITY, USA CBAPTERV THEORETICAL AND
LNSTRUCTIONAL ASPECTS OFLEAMING WITH VISUALIZATIONS 67 KATHARINA
SCHEITER, UNIVERSITY O/TUEBINGEN, GERMANY ERIC WIEBE, NORTH CARO/INA
STATE UNIVERSITY, USA JANA HOLSANOVA, LUND UNIVERSITY, SWEDEN CBAPTERVI
THE INFLUENCE OFVISUAJ AND TEMPORAJ DYNAMICS ON SPJITATTENTION:
EVIDENCES FROM EYE TRACKING 89 FLORIAN SCHMIDT-WEIGAND, UNIVERSITY 0/
KASSEL, GERMANY CBAPTERVRR SPATIAL AND NONSPATIALLNTEGRATION IN LEAMING
AND TRAINING WITH MULTIMEDIA SYSTEMS 108 TAD T. BRUNYE, USOARMY NSRDEC,
CONSUMER RESEARCH & COGNITIVE SCIENCE, USA & TUFTS UNIVERSITY, USA TA/I
DITMAN, TUFTS UNIVERSITY, USA & MASSACHUSETTS GENERAL HOSPITAL, USA
JASON S. AUGUSTYN, USO ARMY NSRDEC, CONSUMER RESEARCH & COGNITIVE
SCIENCE, USA CAROTINE R. MAHONEY, USO ARMY NSRDEC, CONSUMER RESEARCH &
COGNITIVE SCIENCE, USA & TUFTS UNIVERSITY, USA CBAPTERVM NEW FORMS
OFDEEP LEAMING ON THE WEB: MEETING THE CHALLENGE OFCOGNITIVE LOAD IN
CONDITIONS OFUNFETTERED EXPLORATION IN ONLINE MULTIMEDIA ENVIRONMENTS
134 MIKE DESCHRYVER, MICHIGAN STATE UNIVERSITY, USA RAND J. SPIRO,
MICHIGAN STATE UNIVERSITY, USA SEDION RR MULTIMEDIA LEARNING: ASS'ECTIVE
PERSPECTIVES CBAPTERIX MOTIVATION AND MULTIMEDIA LEAMING 154 RENAE LOW,
UNIVERSITY 0/ NEW SOUTH WALES, AUSTRA/IA PUTAI JIN, UNIVERSITY 0/ NEW
SOUTH WALES, AUSTRA/IA CBAPTERX WHAT FACTORS MAKE A MULTIMEDIA LEAMING
ENVIRONMENT ENGAGING: A CASE STUDY 173 MIN LIU, UNIVERSITY O/TEXAS AT
AUSTIN, USA PAUL TOPRAC, SOUTHEM METHODIST UNIVERSITY, USA TIMOTHY T.
YUEN, UNIVERSITY O/TEXAS AT AUSTIN, USA SEETION 111 TEACHING AND LEAMING
WITH MULTIMEDIA CHAPTERXL THE COGNITIVE DEMANDS OF STUDENT-CENTERED,
WEB-BASED MULTIMEDIA: CURRENT AND EMERGING PERSPECTIVES 194 MIEHAE/ J.
HANNAFIN, UNIVERSITY OFGEORGIA, USA RIEHARD E. WEST, UNIVERSITY OF
GEORGIA, USA CRAIG E. SHEPHERD, UNIVERSITY OFWYOMING, USA CHAPTERXLI
SUPPORTING DISCOVERY-BASED LEARNING WITHIN SIMULATIONS 217 LLOYD P.
RIEHER, THE UNIVERSITY OF GEORGIA, USA CHAPTER XIII FOSTERING TRANSFER
IN MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS 237 GINA J. MARIANO, VIRGINIA
TEEH, USA PETER E. DOOLITT/E, VIRGINIA TEEH, USA DAVID HIEKS, VIRGINIA
TEEH, USA CHAPTERXIV CONCEPTUAL CUSTOMIZATION FOR LEAMING WITH
MULTIMEDIA: DEVELOPING INDIVIDUAL INSTRUCTIONAL EXPERIENCES TO SUPPORT
SCIENCE UNDERSTANDING 260 KIRSTEN R. BUTEHER, UNIVERSITY OF UTAH, USA
SEHASTIAN DE /A CHICA, UNIVERSITY OF C%RADO AT BOU/DER, USA FAISA/
AHMAD, UNIVERSITY OFC%RADO AT BOU/DER, USA QIANYI GU, UNIVERSITY OF
C%RADO AT BOU/DER, USA TAMARA SUMNER, UNIVERSITY OF C%RADO AT BOU/DER,
USA JAMES H MARTIN, UNIVERSITY OFC%RADO AT BOU/DER, USA CHAPTERXV
DESIGNING MULTIMEDIA TO TRACE GOAL SETTING IN STUDYING 288 MINGMING
ZHOU, SIMON FRASER UNIVERSITY, CANADA PHILIP H WINNE, SIMON FRASER
UNIVERSITY, CANADA CHAPTERXVI USING NARRATIVE AND GAME-SCHEMA
ACQUISITION TECHNIQUES TO SUPPORT LEAMING FROM EDUCATIONAL GAMES 312
A/AN D. KOENIG, UNIVERSITY OFCALIFORNIA-LOS ANGE/ES, USA ROHERT
KATKINSON, ARIZONA STATE UNIVERSITY, USA CHAPTER XVII HOW LITERACY
EMERGES FROM LIVING BOOKS IN THE DIGITAL ERA: NEW CHANCES FOR YOUNG
LINGUISTICALLY DISADVANTAGED CHILDREN 326 MARIAN J.A.J. VERHALLEN,
LEIDEN UNIVERSITY, THE NETHERLANDS ADRIANA G. BUS, LEIDEN UNIVERSITY,
THE NETHERLANDS CHAPTER XVIII EMERGENCE OF ANALOGIES IN COLLABORATIVELY
CONDUCTED COMPUTER SIMULATIONS 340 WO/FF-MIEHAEL ROTH, UNIVERSITY 0/
VIETORIA, CANADA COMPILATION OF REFERENCES 362 ABOUT THE CONTRIBUTORS
408 INDEX 415 DETAILED TABLE OF CONTENTS PREFACE XV ACKNOWLEDGMENT XXI
SECTION I MULTIMEDIA LEARNING: COGNITIVE PERSPECTIVES CHAPTERI COGNITIVE
ARCHITECTURE AND INSTRUCTIONAL DESIGN IN A MULTIMEDIA CONTEXT I RENAE
LOW, UNIVERSITY 0/ NEW SOUTH WALES, AUSTRALIA PUTAI JIN, UNIVERSITY 0/
NEW SOUTH WALES, AUSTRALIA JOHN SWELLER, UNIVERSITY 0/ NEW SOUTH WALES,
AUSTRALIA THIS CHAPTER DESCRIBES HUMAN COGNITIVE ARCHITECTURE WITHIN AN
EVOLUTIONARY FRAMEWORK. THE FRAMEWORK CAN BE USED AS A BASE FOR
COGNITIVE LOAD THEORY THAT USES HUMAN COGNITIVE ARCHITECTURE TO PROVIDE
TESTABLE HYPOTHESES CONCERNING INSTRUCTIONAL DESIGN ISSUES. HUMAN
COGNITION CAN BE CHARACTERIZED AS A NATURAL INFORMATION PROCESSING
SYSTEM. THE CORE OF SUCH SYSTEMS CAN BE DESCRIBED USING FIVE PRINCIPLES:
(A) IN- FORMATION STORE PRINCIPLE, (B) BORROWING PRINCIPLE AND
REORGANIZING PRINCIPLE, (C) RANDOMNESS AS GENESIS PRINCIPLE, (D) NARROW
LIMITS OF CHANGE PRINCIPLE, AND (E) ENVIRONMENT ORGANIZING AND LINKING
PRINCIPLE. THESE FIVE PRINCIPLES LEAD DIRECTLY TO THE INSTRUCTIONAL
EFFECTS GENERATED BY COGNITIVE LOAD THEORY. SOME OFTHESE EFFECTS ARE
CONCERNED WITH MULTIMEDIA LEARNING. THE PARTICULAR ONES DISCUSSED IN THE
CHAPTER ARE THE SPLIT-ATTENTION, MODALITY, REDUNDANCY, ELEMENT
INTERACTIVITY, AND EXPERTISE REVERSAL EFFECTS. CHAPTERLL MULTIMEDIA
LEARNING AND WORKING MEMORY CAPACITY 17 PETER E. DOOLITTLE, VIRGINIA
TECH, USA KRISTA P. TERRY, RAD/ORD UNIVERSITY, USA GINA J. MARIANO,
VIRGINIA TECH, USA THIS CHAPTER ADDRESSES THE ROLE THAT WORKING MEMORY
CAPACITY (WMC) PLAYS IN LEARNING IN MULTIMEDIA ENVIRONMENTS. IT FOCUSES
ON HOW INDIVIDUAL DIFFERENCES IN ATTENTIONAL CONTROL, AFFECT COGNITIVE
PERFOR- MANCE IN GENERAL, AND COGNITIVE PERFORMANCE IN MULTIMEDIA
ENVIRONMENTS, IN PARTICULAR. THE AUTHORS CONDUCTED A STUDY THAT EXAMINED
THE EFFECTS OFWMC ON LEARNING IN A MULTIMEDIA ENVIRONMENT. RESULTS
OFTHIS STUDY INDICATED STUDENTS WITH HIGH WMC RECALLED AND TRANSFERRED
SIGNIFICANTLY MORE INFORMATION THAN STUDENTS WITH LOW WMC. ULTIMATELY,
THE CHAPTER PROVIDES EVIDENCE THAT INDIVIDUAL DIFFERENCES IN WORKING
MEMORY CAPACITY SHOULD BE TAKEN INTO ACCOUNT WHEN CREATING AND
IMPLEMENTING MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS. CHAPTERM MEASUREMENT
OFCOGNITIVE LOAD DURING MULTIMEDIA LEARNINGACTIVITIES 34 ANNE E. COOLE,
UNIVERSITY 0/ UTAH, USA ROBERT Z. ZHENG, UNIVERSITY 0/ UTAH, USA
JACQUELYN W: BLAZ, UNIVERSITY 0/ UTAH, USA THIS CHAPTER FOCUSES ON
ISSUES DEALING WITH THE DEFINITION AND MEASUREMENT OF COGNITIVE LOAD IN
MUL- TIMEDIA AND OTHER COMPLEX LEARNING ACTIVITIES. THE CHAPTER IS
BROKEN INTO THREE MAIN SECTIONS: DEFINING MULTIMEDIA LEARNING AND
DESCRIBING ITS EFFECTS ON COGNITIVE LOAD; DESCRIBING THEORETICAL
DEFINITIONS OF COGNITIVE LOAD; AND MAPPING DEFINITIONS OF COGNITIVE LOAD
ONTO COMMONLY USED MEASUREMENT TECHNIQUES. THE CHAPTER CONCLUDES WITH A
DISCUSSION OF HOW RESEARCH ON MULTIMEDIA LEARNING AND COGNITIVE LOAD
COULD BE ADVANCED BY CAREFULLY CONSIDERING ISSUES OF CONSTRUCT VALIDITY,
AND BY INCLUDING THE USE OF CONVERGENT MEASUREMENT TECHNIQUES. CHAPTERIV
MANIPULATING MULTIMEDIA MATERIALS 51 STEPHEN K REED, SAN DIEGO STATE
UNIVERSITY, USA THE CHAPTER DISCUSSES A THEORETICAL FRAMEWORK FOR
DESIGNING MULTIMEDIA IN WHICH MANIPULATION, RATHER THAN PERCEPTION, OF
OBJECTS PLAYS THE PREDOMINANT ROLE. THE FRAMEWORK IS BASED ON RESEARCH
BY COGNI- TIVE PSYCHOLOGISTS AND ON ENGELKAMP'S (1998) MULTIMODAL MODEL
OF ACTION-BASED LEARNING. ALTHOUGH THE ASSUMPTIONS OFENGELKAMP'S MODEL
SHOULD BE HELPFUL FOR INSTRUCTIONAL DESIGN, THEY ARE NOT COMPLETE ENOUGH
TO INCLUDE THE ADDITIONAL DEMANDS OF MULTIMEDIA LEARNING. THESE
ADDITIONAL DEMANDS CAN RESULT IN UNINTENDED ACTIONS, INVOLVE SEQUENCES
OF RELATED ACTIONS, AND REQUIRE REFLECTION ABOUT DOMAIN-SPECIFIC
KNOWLEDGE. ACTIONS CAN BE PERFORMED ON EITHER PHYSICAL OR VIRTUAL
MANIPULATIVES, BUT VIRTUAL MANIPU- LATIVES EXIST IN IDEALIZED
ENVIRONMENTS, SUPPORT CONTINUOUS TRANSFORMATIONS OF OBJECTS, AND ALLOW
FOR DYNAMIC LINKING TO OTHER OBJECTS, SYMBOLS, AND DATA DISPLAYS. THE
USE OF MANIPULATIVES IN THE BUILDING BLOCKS AND ANIMATION TUTOR PROJECTS
PROVIDE ILLUSTRATIONS. CHAPTERV THEORETICAL AND INSTRUCTIONAL ASPECTS
OFLEARNING WITH VISUALIZATIONS 67 KATHARINA &HEITER, UNIVERSITY
O/TUEBINGEN, GERMANY ERIC WIEBE, NORTH CAROLINA STATE UNIVERSITY, USA
JANA HOLSANOVA, LUND UNIVERSITY, SWEDEN THE CHAPTER USES A SEMIOTICS
APPROACH TO PROVIDE ADEFINITION OF VISUALIZATIONS AS A SPECIFIC FORM OF
EXTERNAL REPRESENTATION. IT THEN DISCUSSES THE DIFFERENCES BETWEEN
VERBAL AND VISUAL REPRESENTATIONS IN HOW THEY REPRESENT INFORMATION, AND
FINALLY, HOW MEANING IS ACHIEVED WHEN LEARNING WITH THEM. ALSO INCLUDED
IN THE CHAPTER IS THE DISCUSSION OFBASIC PERCEPTUAL AND COGNITIVE
PROCESSES RELEVANT TO LEARNING WITH VISUALIZATIONS. THIS BACKGROUND IS
USED TO SPECIFY THE INSTRUCTIONAL FUNCTIONS THAT VISUALIZATIONS HAVE
EITHER AS SELF-CONTAINED INSTRUCTIONAL MESSAGES OR AS TEXT ADJUNCTS.
MOREOVER, THE ROLE OF INDIVIDUAL DIFFERENCES IN PROCESSING
VISUALIZATIONS IS HIGHLIGHTED. THE CHAPTER ENDS WITH METHODOLOGICAL
SUGGESTIONS CONCEMING THE IMPORTANT ROLE OF INTERDISCIPLINARY RESEARCH
AND ASSESSMENT METHODS IN THIS AREA. CHAPTERVI THE INFLUENCE OFVISUAL
AND TEMPORAL DYNAMICS ON SPLIT ATTENTION: EVIDENCES FROM EYE TRACKING 89
FLORIAN SCHMIDT-WEIGAND, UNIVERSITY OFKASSEL, GERMANY THIS CHAPTER
INTRODUCES EYE TRACKING AS A METHOD TO OBSERVE HOW THE SPLIT OFVISUAL
ATTENTION IS MANAGED IN MULTIMEDIA LEAMING. THE CHAPTER REVIEWS EYE
TRACKING LITERATURE ON MULTIREPRESENTATIONAL MATERIAL. A SPECIAL
EMPHASIS WILL BE DEVOTED TO RECENT STUDIES WHICH WERE CONDUCTED TO
EXPLORE VIEWING BEHAVIOR IN LEAMING FROM DYNAMIC VS. STATIC
VISUALIZATIONS AND THE MATTER OF PACING OF PRESENTATION. IT IS ARGUED
THAT THE LEAMERS' VIEWING BEHAVIOR IS AFFECTED BY DESIGN CHARACTERISTICS
OF THE LEAMING MATERIAL. CHAR- ACTERISTICS LIKE THE DYNAMICS OF
VISUALIZATION, OR THE PACE OF PRESENTATION, ONLY SLIGHTLY INFLUENCE THE
LEAMERS' VISUAL STRATEGY WHILE USER INTERACTION (I.E., LEAMER CONTROLLED
PACE OF PRESENTATION) LEADS TO A DIFFERENT VISUAL STRATEGY COMPARED TO
SYSTEM-PACED PRESENTATION. TAKING VIEWING BEHAVIOR AS AN INDICA- TOR OF
HOW SPLIT ATTENTION IS MANAGED THE HARMS OF A SPLIT SOURCE FORMAT IN
MULTIMEDIA LEAMING CAN BE OVERCOME BY IMPLEMENTING A USER INTERACTION
THAT ALLOWS THE LEAMER TO ADAPT THE MATERIAL TO PERCEPTUAL AND
INDIVIDUAL CHARACTERISTICS. CHAPTERVII SPATIAL AND NONSPATIAL
INTEGRATION IN LEAMING AND TRAINING WITH MULTIMEDIA SYSTEMS 108 TAD T.
BRUNYE, US. ARMY NSRDEC, CONSUMER RESEARCH & COGNITIVE SCIENCE, USA &
TUFTS UNIVERSITY, USA TALI DITMAN, TUFTS UNIVERSITY, USA & MASSACHUSETTS
GENERAL HOSPITAL, USA JASON S. AUGUSTYN, US. ARMY NSRDEC, CONSUMER
RESEARCH & COGNITIVE SCIENCE, USA CAROLINE R. MAHONEY, US. ARMY NSRDEC,
CONSUMER RESEARCH & COGNITIVE SCIENCE, USA & TUFTS UNIVERSITY, USA
MULTIFORMAT AND MODALITY INTERFACES HAVE BECOME POPULAR AND EFFECTIVE
TOOLS FORPRESENTING INFORMATION IN TRAINING AND INSTRUCTIONAL SYSTEMS.
TECHNOLOGICAL INNOVATION, HOWEVER, HAS FAR SURPASSED RESEARCHERS'
UNDERSTANDING OF HOW AND UNDER WHAT CIRCUMSTANCES THESE TECHNOLOGIES ARE
USEFUL TOWARDS INFORMA- TION GATHERING. SOME RECENT RESEARCH HAS BEGUN
TO CHARACTERIZE THE COGNITIVE MECHANISMS THAT MAY BE RESPONSIBLE FOR THE
COMPREHENSION AND MEMORY ADVANTAGES TYPICALLY SEEN WITH MULTIMEDIA
LEAMING AS WEIL AS THE ROLE OF INDIVIDUAL DIFFERENCES IN THIS PROCESS.
OTHER WORK HAS DEFINED EFFECTIVE PEDAGOGICAL PRACTICES, SUCH AS
INSTRUCTIONAL CONTENT AND ORGANIZATION, FOR PRODUCING ENGAGING AND
EFFECTIVE LEAMING EXPERIENCES. THIS CHAPTER ATTEMPTS TO BRIDGE THESE TWO
RESEARCH AREAS, PROVIDES CONCRETE DESIGN RECOM- MENDATIONS FOR CUERENT
INSTRUCTIONAL PRACTICE, AND DIRECTIONS FOR FUTURE RESEARCH. CHAPTERVM
NEW FONNS OFDEEP LEAMING ON THE WEB: MEETING THE CHALLENGE OFCOGNITIVE
LOAD IN CONDITIONS OFUNFETTERED EXPLORATION IN ONLINE MULTIMEDIA
ENVIRONMENTS 134 MIKE DESCHRYVER, MICHIGAN STATE UNIVERSITY, USA RAND J.
SPIRO, MICHIGAN STATE UNIVERSITY, USA THE WEB IS EMERGING AS A
QUINTESSENTIAL MULTIMEDIA ENVIRONMENT FOR COMPLEX LEAMING, PARTICULARLY
IN ILL-STRUCTURED DOMAINS. THIS CHAPTER EXPLORES THE COGNITIVE LOAD
CONSIDERATIONS ASSOCIATED WITH SEVERAL CONSTRUCTS OF DEEP AND EXTENDED
LEAMING ON THE WEB. ALSO EXAMINED, IS HOW ADJUNCT ONLINE TOOLS AND THE
ROLE OF LEAMER MOTIVATION MAY HELP AMELIORATE COGNITIVE LOAD CONCEMS
WHEN IMMERSED IN WEB ENVIRONMENTS. THE NEED FOR A RECONCEPTUALIZATION OF
COGNITIVE LOAD THEORY IS PROPOSED FOR MORE ILL- STRUCTURED CONCEPTUAL
ARENAS. THE RECONCEPTUALIZATION EMPHASIZES SUPPORT FOR THE DEVELOPMENT
OFFLEXIBLE KNOWLEDGE ASSEMBLY SKILLS THROUGH PROCESSES OF ORGANIE,
RECIPROCAL, AND DEEP WEB LEAMING. SECTION 11 MULTIMEDIA LEARNING:
AFFECTIVE PERSPECTIVES CHAPTERIX . MOTIVATION AND MULTIMEDIA LEAMING 154
RENAE LOW, UNIVERSITY 0/ NEW SOUTH WALES, AUSTRALIA PUTAI JIN,
UNIVERSITY 0/ NEW SOUTH WALES, AUSTRALIA ALTHOUGH RESEARCH ON COGNITIVE
EFFECTS AND THEIR IMPLICATIONS FOR INSTRUCTIONAL DESIGN IS RICH,
RESEARCH ON THE EFFECTS OFMOTIVATION IN A MULTIMEDIA LEAMING CONTEXT IS
SURPRISINGLY SCARCE. SINCE ONE OFTHE MAJOR GOALS OF PROVIDING MULTIMEDIA
INSTRUCTION IS TO MOTIVATE STUDENTS, THERE IS A NEED TO EXAMINE
MOTIVATIONAL ELEMENTS. THIS CHAPTER FOCUSES ON FOUTMAJOR MOTIVATION
THEORIES-EXPECTANCY-VALUE THEORY, SELF-EFFICACY, GOAL-SETTING AND TASK
MOTIVATION, AND SELF-DETENNINATION THEORY-AND TWO MOTIVATION MODELS-ARCS
MODEL AND THE INTEGRATED MODEL OF COGNITIVE-MOTIVATIONAL PROCESSES -THAT
ARE DERIVED FROM MULTIMEDIA RESEARCH, AND REVIEWS THE LITERATURE ON
MOTIVATION IN MULTIMEDIA LEAMING CONTEXTS. SUGGESTIONS ARE MADE WITH
RESPECT TO MOTIVATION FEATURES AND HOW THEY CAN BE INCORPORATED IN
MULTIMEDIA LEAMING RESOURCES TO OPTIMIZE LEAMERS' EXPERIENCE. CHAPTERX
WHAT FACTORS MAKE A MULTIMEDIA LEAMING ENVIRONMENT ENGAGING: A CASE
STUDY 173 MIN LIU, UNIVERSITY O/TEXAS AT AUSTIN, USA PAUL TOPRAC,
SOUTHERN METHODIST UNIVERSITY, USA TIMOTHY T. YUEN, UNIVERSITY O/TEXAS
AT AUSTIN, USA THIS STUDY INVESTIGATES STUDENTS' ENGAGEMENT WITH A
MULTIMEDIA ENHANCED PROBLEM-BASED LEAMING (PBL) ENVIRONMENT, ALIEN
RESCUE. ALIEN RESCUE IS A PBL ENVIRONMENT FOR STUDENTS TO LEAM SCIENCE.
FIFTY-SEVEN SIXTH-GRADE STUDENTS WERE INTERVIEWED. ANALYSIS OFTHE
INTERVIEWS, USING THE CONSTANT COM- PARATIVE METHOD, SHOWED THAT
STUDENTS WERE INTRINSICALLY MOTIVATED AND THAT THERE WERE 11 KEY
ELEMENTS OF ALIEN RESCUE THAT HELPED EVOKE STUDENTS' MOTIVATION:
AUTHENTICITY, CHALLENGE, COGNITIVE ENGAGEMENT, COMPETENCE, CHOICE,
FANTASY, IDENTITY, INTERACTIVITY, NOVELTY, SENSORY ENGAGEMENT, AND
SOCIAL RELATIONS. THESE ELEMENTS CAN BE GROUPED INTO FIVE PERSPECTIVES
OFTHE SOURCES OFINTRINSIC MOTIVATION FOR STUDENTS USING THE PBL
ENVIRONMENT: PROBLEM SOLVING, PLAYING, SOCIALIZING, INFONNATION
PROCESSING, AND VOLUN- TARY ACTING; WITH PROBLEM SOLVING AND PLAYING
CONTRIBUTING THE HIGHEST LEVEL OF INTRINSIC MOTIVATION. THE FINDINGS ARE
DISCUSSED WITH RESPECT TO DESIGNING MULTIMEDIA LEAMING ENVIRONMENTS.
SEDIONILL TEACBING AND LEARNING WITB MULTIMEDIA CBAPTERXI THE COGNITIVE
DEMANDS OF STUDENT-CENTERED, WEB-BASED MULTIMEDIA: CURRENT AND EMERGING
PERSPECTIVES 194 MICHAEL J. HANNAFIN, UNIVERSITY O/GEORGIA, USA RICHARD
E. WEST, UNIVERSITY O/GEORGIA, USA CRAIG E. SHEPHERD, UNIVERSITY 0/
JJ)JOMING, USA THIS CHAPTER EXAMINES THE COGNITIVE DEMANDS OF
STUDENT-CENTERED LEAMING, FROM AND WITH, WEB-BASED MULTIMEDIA. IN
CONTRAST TO EXTERNALLY-STRUCTURED DIRECTED LEAMING, DURING
STUDENT-CENTERED LEAMING THE INDIVIDUAL ASSURNES RESPONSIBILITY FOR
DETENNINING LEAMING GOALS, MONITORING PROGRESS TOWARD MEETING GOALS,
ADJUSTING OR ADAPTING APPROACHES AS WARRANTED, AND DETENNINING WHEN
INDIVIDUAL GOALS HAVE BEEN ADEQUATELY ADDRESSED. THESE TASKS CAN BE
PARTICULARLY CHALLENGING IN LEAMING FROM THE WORLD WIDE WEB, WHERE
BILLIONS OF RESOURCES ADDRESS A VARIETY OF NEEDS. THE INDIVIDUAL, IN
EFFECT. MUST IDENTIFY WHICH TOOLS AND RESOURCES ARE AVAILABLE AND
APPROPRIATE, HOW TO ASSEMBLE THEM, AND HOW TO MANAGE THE PROCESS TO
SUPPORT UNIQUE LEAMING GOALS. THE CHAPTER FOCUSES ON THE APPLICABILITY
OF CURRENT COGNITIVE PRINCIPLES TO WEB-BASED MULTIMEDIA LEAMING AND
IMPLICATIONS FOR RESEARCH. CBAPTERXII SUPPORTING DISCOVERY-BASED LEAMING
WITHIN SIMULATIONS 217 LLOYD P. RIEBER, THE UNIVERSITY 0/ GEORGIA, USA
THIS CHAPTER PRESENTS A REVIEW OF RESEARCH ON THE USE AND ROLE OF
INTERACTIVE SIMULATIONS FOR LEAMING. CONTEMPORARY THEORIES OF LEAMING,
INSTRUCTION, AND MEDIA, SUGGEST THAT LEAMING INVOLVES A COMPLEX
RELATIONSHIP AND DEPENDENCY BETWEEN A LEAMER'S PRIOR KNOWLEDGE, A
LEAMER'S MOTIVATION, THE CONTEXT. THE TASK, AND THE RESOURCES (E.G.,
SIMULATIONS) PROVIDED TO AND USED BY THE LEAMER TO SUPPORT OR ENABLE THE
TASK. GIVEN THIS PERSPECTIVE, AND DATA FROM AN EVOLVING RESEARCH
PROGRAM, SIMULATIONS ARE BEST USED TO HELP LEAMERS CONSTRUCT KNOWLEDGE
AND MAKE MEANING BY GIVING THEM CONTROL OVER PHENOMENA MODELED BY THE
SIMULATION. SEVERAL THEORETICAL FRAMEWORKS HAVE GUIDED THIS RESEARCH
PROGRAM: DUAL CODING THEORY, MENTAL MODELS, AND CONSTRUCTIVIST LEAMING
THEORY. AN OVERALL RESULT OF THIS RESEARCH IS THAT LEAMING SHOULD BE
BASED ON EXPERIENCE, SUCH AS THAT DERIVED FROM INTERACTING WITH A
SIMULATION, AND SUPPORTED WITH EXPLANATIONS. THIS IS COUNTER TO
TRADITIONAL EDUCATIONAL WISDOM WHERE EXPLANATIONS RULE INSTRUCTIONAL
STRATEGIES. CHAPTER XIII FOSTERING TRANSFER IN MULTIMEDIA INSTRUCTIONAL
ENVIRONMENTS 237 GINA J. MARIANO, VIRGINIA TECH, USA PETER E. DOO/ITTLE,
VIRGINIA TECH, USA DAVID HICKS, VIRGINIA TECH, USA THE ROLE AND
PROMOTION OFTRANSFER IN MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS IS AN
OFT-NEGLECTED CONCEPT IN INSTRUCTIONAL MULTIMEDIA RESEARCH. HOWEVER,
WHILE MOST INSTRUCTIONAL MULTIMEDIA RESEARCH DOES NOT FOCUS SPECIFICALLY
ON TRANSFER, THE MAJORITY OF BASIC MULTIMEDIA RESEARCH CONDUCTED USES
RETENTION AND TRANSFER AS DEPENDENT MEASURES. THE PURPOSES OFTHIS
CHAPTER ARE TO (A) PROVIDE A REVIEW OFTHE CURRENT STATE OF THE TRANSFER
LITERATURE, (B) PROVIDE A SYNTHESIS OF THE EXISTING LITERATURE ON THE
EVIDENCE FOR TRANSFER IN MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS, AND (C)
PROVIDE ASERIES OF STRATEGIES FOR CONSTRUCTING AND USING MULTIMEDIA FOR
THE PURPOSE OF FOSTERING TRANSFER. THE SIGNIFICANCE OF PROACTIVELY
CREATING MULTIMEDIA INSTRUCTIONAL ENVIRONMENTS THAT FOSTERS TRANSFER,
LAYS IN THE BENEFITS OF CREATING KNOWLEDGE THAT MAY BE GENERALIZED AND
APPLIED IN THE "REAL WORLD." SPECIFICALLY, KNOWLEDGE THAT MAY BE
GENERALIZED, APPLIED, OR TRANSFERRED BROADLY, FACILITATES THE LEAMER'S
ABILITY TO SOLVE PROBLEMS OF ALL TYPES. IN ADDITION, AND UNFORTUNATELY
EVEN UNDER THE BEST OF CONDITIONS, FOSTERING TRANSFER IS CHALLENGING;
THUS, A PROACTIVE STANCE IN FOSTERING TRANSFER IS NECESSARY TO INCREASE
THE LIKELIHOOD OF GENERATING KNOWLEDGE TRANSFER. CHAPTERXIV CONCEPTUAL
CUSTOMIZATION FOR LEAMING WITH MULTIMEDIA: DEVELOPING INDIVIDUAL
INSTRUCTIONAL EXPERIENCES TO SUPPORT SCIENCE UNDERSTANDING , 260 KIRSTEN
R BUTCHER, UNIVERSITY 0/ UTAH, USA SEBASTIAN DE LA CHICA, UNIVERSITY
O/COLORADO AT BOULDER, USA FAISAL AHMAD, UNIVERSITY O/COLORADO AT
BOULDER, USA QIANYI GU, UNIVERSITY 0/ COLORADO AT BOULDER, USA TAMARA
SUMNER, UNIVERSITY 0/ COLORADO AT BOULDER, USA JAMES R MARTIN,
UNIVERSITY 0/ COLORADO AT BOULDER, USA THIS CHAPTER DISCUSSES AN
EMERGING THEME IN SUPPORTING EFFECTIVE MULTIMEDIA LEAMING: DEVELOPING
SCAL- ABLE, COGNITIVELY-GROUNDED TOOLS THAT CUSTOMIZE LEAMING
INTERACTIONS FOR INDIVIDUAL STUDENTS. THE THEORETI- CAL FOUNDATION FOR
EXPECTED BENEFITS OF CUSTOMIZATION AND CURRENT APPROACHES IN EDUCATIONAL
TECHNOLOGY THAT LEVERAGE LEAMER PRIOR KNOWLEDGE IS DISCUSSED. FOLLOWED
BY A DESCRIPTION OF THE DEVELOPMENT OF A CUSTOMIZED TOOL FOR SCIENCE
LEAMING, CALLED CLICK, THAT USES AUTOMATIE TECHNIQUES TO CREATE
KNOWLEDGE MODELS THAT CAN BE FED INTO COGNITIVELY-INFORMED PEDAGOGICAL
TOOLS. CLICK LEVERAGES EXISTING MULTIMEDIA RESOURCES IN EDUCATIONAL
DIGITAL IIBRARIES FOR TWO PURPOSES. TO GENERATE RICH REPRESENTATIONS OF
DOMAIN CONTENT RELEVANT FOR LEAMER MODELING THAT ARE EASILY SCALED TO
NEW DOMAINS AND DISCIPLINES, AND ALSO TO SERVE AS A REPOSITORY OF
INSTRUCTIONAL RESOURCES THAT SUPPORT CUSTOMIZED PEDAGOGICAL
INTERACTIONS. THE POTENTIAL OFTHE CLICK SYSTEM IS DISCUSSED ALONG WITH
INITIAL COMPARISONS OFKNOWLEDGE MODELS CREATED BY CLICK AND HUMAN
EXPERTS. FINALLY, THE CHAPTER DISCUSSES REMAINING CHALLENGES AND
RELEVANT FUTURE EXTENSIONS FOR EFFECTIVE CUSTOMIZATION TOOLS IN
EDUCATIONAL TECHNOLOGY. CHAPTERXV DESIGNING MULTIMEDIA TO TRACE GOAL
SETTING IN STUDYING 288 MINGMING ZHOU, SIMON FRASER UNIVERSITY, CANADA
PHI/IP H WINNE, SIMON FRASER UNIVERSITY, CANADA MULTIMEDIA ENVIRONMENTS
CAN BENEFIT LEAMING AS WEIL AS OFFER SIGNIFICANT CAPACITY TO SERVE
RESEARCH PURPOSES. THE AUTHORS REVIEWED CURRENT HYPERMEDIA LEAMING
MODELS, SPECIFICALLY FOCUSING ON HOW THEY INTEGRATE MOTIVATIONAL
ELEMENTS INTO THEIR FRAMEWORKS. THE GOAL-TRACING METHODOLOGY WAS
PROPOSED TO IDENTIFY TRACES OF LEAMERS' USE OF COGNITIVE TOOLS THAT
REFLECT THEIR GOAL ORIENTATIONS. BY APPLYING DATA MINING TECHNIQUES TO
THESE DATA, THE AUTHORS SHOW HOW IT IS POSSIBLE TO IDENTIFY GOAL
PATTERNS TOGETHER WITH STUDY TACTIC PATTERNS. THE AUTHORS PROPOSE THAT
FUTURE RESEARCH COULD BENEFIT SUBSTANTIALLY BY MERGING TRACE
METHODOLOGIES WITH OTHER METHODS FOR GATHERING DATA ABOUT MOTIVATION AND
LEAMING. CHAPTERXVI USING NARRATIVE AND GAME-SCHEMA ACQUISITION
TECHNIQUES TO SUPPORT LEAMING FROM EDUCATIONAL GAMES 312 ALAN D. KOENIG,
UNIVERSITY OFCALIFORNICRLOS ANGELES, USA ROHERT KATKINSON, ARIZONA STATE
UNIVERSITY, USA THE FIRST PART OF THIS CHAPTER EXPLORES HOW NARRATIVE
CAN BE USED AS A COGNITIVE AID IN ED~CATIONAL VIDEO GAMES. IT DISCUSSES
HOW NARRATIVE IS CURRENTLY USED IN GAMES, AND HOW THAT MODALITY OF
PRESENTATION, WHEN COMBINED WITH INSTRUCTION, IS COMPLIMENTMY TO THE WAY
WE COMPREHEND, STORE, AND RETRIEVE INFORMATION. THE SECOND PART OF THE
CHAPTER REVIEWS THE COGNITIVE PREREQUISITES NEEDED IN THE MINDS OF
PLAYERS TO ADEQUATELY ATTEND TO, AND LEVERAGE, THE INSTRUCTIONAL ASPECTS
OF GAMES. TO THIS END, IT OFFERS SUGGESTIONS FOR HOW TO INSTILI A
FUNCTIONAL GAME-SCHEMA IN THE MINDS OF NOVICE PLAYERS SO THAT THEY CAN
BE PRODUCTIVE IN THE GAME ENVIRONMENT. THE FOCUS ON THE INTERPLAY OF
NARRATIVE AND GAME SCHEMA CONSTRUCTION IN THIS CHAPTER IS ALSO MEANT TO
SERVE AS A MODEL FOR A HOLISTIC APPROACH TO GAMES RESEARCH IN WHICH A
GAME'S COGNITIVE PREREQUISITES ARE EXPLICITLY STUDIED ALONGSIDE THE MORE
TRADITIONAL PEDAGOGICAL MEASURES. CHAPTER XVII HOW LITERACY EMERGES FROM
LIVING BOOKS IN THE DIGITAL ERA: NEW CHANCES FOR YOUNG LINGUISTICALLY
DISADVANTAGED CHILDREN 326 MARIAN J.A.J. VERHALLEN, LEIDEN UNIVERSITY,
THE NETHERLANDS ADRIANA G. BUS, LEIDEN UNIVERSITY, THE NETHERLANDS
ADVANCED DIGITAL STORYBOOKS OFFER, IN ADDITION TO AN ORAL RENDITION OF
TEXT, THE POSSIBILITY OF ENHANCING STORY CONTENT THROUGH THE USE OF
VIDEO. IN THREE EXPERIMENTS EFFECTS OF ADDED VIDEO WITH ACCOMPANY- ING
MUSIC AND SOUND ON LANGUAGE COMPREHENSION AND LANGUAGE ACQUISITION WERE
TESTED IN A GROUP OF SECOND LANGUAGE LEAMERS FROM LOW EDUCATED FAMILIES.
THREE QUESTIONS WERE POSED. DO VIDEO ADDITIONS POSITIVELY INFLUENCE
YOUNG CHILDREN'S STORY UNDERSTANDING OVER AND ABOVE STILL IMAGES WHEN
LISTENING TO A STORYBOOK? HOW DOES VIDEO ADD TO LANGUAGE ACQUISITION;
THROUGH ADDED INFORMATION OR THROUGH THE APPRAISAL OFHELPFULNESS OFTHE
ADDED INFORMATION? DO THESE EXTRA INFORMATION SOURCES BENEFIT ALL YOUNG
CHILDREN TO THE SAME EXTENT OR ESPECIALLY CHILDREN WITH INSUFFICIENT
PRIOR KNOWLEDGE? CHAPTER XVIII EMERGENCE OF ANALOGIES IN COLLABORATIVELY
CONDUCTED COMPUTER SIMULATIONS 340 WO/FF-MIEHAEL ROTH, UNIVERSITY OF
VIETORIA, CANADA TO LEAM BY MEANS OF ANALOGIES, STUDENTS HAVE TO SEE
SURFACE AND DEEP STRUCTURES IN BOTH SOURCE AND TARGET DOMAINS. EDUCATORS
GENERALLY ASSUME THAT STUDENTS, PRESENTED WITH IMAGES, TEXTS, VIDEO, OR
DEMONSTRATIONS, SEE WHAT THE CURRICULUM DESIGNER INTENDS THEM TO SEE,
THAT IS, PICK OUT AND INTEGRATE INFORMATION INTO THEIR EXISTING
UNDERSTANDING. THERE IS HOWEVER, EVIDENCE THAT STUDENTS DO NOT SEE WHAT
THEY ARE SUPPOSED TO SEE, WHICH PRECISELY INHIBITS THEM TO LEAM WHAT
THEY ARE SUPPOSED TO LEAM. IN THIS EXTENDED CASE STUDY, WHICH
EXEMPLIFIES A SUCCESSFUL MULTIMEDIA APPLICATION, THREE CLASSROOM
EPISODES ARE USED (A) TO SHOW HOW STUDENTS IN AN ADVANCED PHYSICS COURSE
DO NOT SEE RELEVANT INFORMATION ON THE COMPUTER MONITOR, (B) TO
EXEMPLIFY TEACHING STRATEGIES DESIGNED TO ALLOW RELEVANT STRUCTURES TO
BECOME SALIENT IN STUDENTS' PERCEPTION ALLOWING THEM TO GENERATE
ANALOGIES AND THEREBY LEAM, AND (C) TO EXEMPLIFY HOW A TEACHER MIGHT
ASSIST STUDENTS IN BRIDGING FROM THE MULTIMEDIA CONTEXT TO THE REAL
WORLD. COMPILATION OF REFERENCES 362 ABOUT THE CONTRIBUTORS 408 INDEX
415 |
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| callnumber-label | LB1028 |
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| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CP 5000 DP 2580 |
| classification_tum | EDU 660f PSY 215f |
| ctrlnum | (OCoLC)300087186 (DE-599)BVBBV035190507 |
| dewey-full | 371.33 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33 |
| dewey-search | 371.33 |
| dewey-sort | 3371.33 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| discipline_str_mv | Pädagogik Psychologie |
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| id | DE-604.BV035190507 |
| illustrated | Illustrated |
| index_date | 2024-07-02T23:01:30Z |
| indexdate | 2024-07-09T21:27:05Z |
| institution | BVB |
| isbn | 9781605661582 |
| language | English |
| lccn | 2008024195 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016997128 |
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| physical | XXI, 417 S. graph. Darst. |
| publishDate | 2009 |
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| spelling | Cognitive effects of multimedia learning Robert Z. Zheng, ed. Hershey, PA [u.a.] Information Science Reference 2009 XXI, 417 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher. Includes bibliographical references and index Learning, Psychology of Media programs (Education) Multimedia (DE-588)4192358-3 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Multimedia (DE-588)4192358-3 s Unterricht (DE-588)4062005-0 s Lernpsychologie (DE-588)4074166-7 s b DE-604 Zheng, Robert Z. 1958- Sonstige (DE-588)1089586000 oth Erscheint auch als Online-Ausgabe 978-1-60566-159-9 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016997128&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Cognitive effects of multimedia learning Learning, Psychology of Media programs (Education) Multimedia (DE-588)4192358-3 gnd Unterricht (DE-588)4062005-0 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4192358-3 (DE-588)4062005-0 (DE-588)4074166-7 (DE-588)4143413-4 |
| title | Cognitive effects of multimedia learning |
| title_auth | Cognitive effects of multimedia learning |
| title_exact_search | Cognitive effects of multimedia learning |
| title_exact_search_txtP | Cognitive effects of multimedia learning |
| title_full | Cognitive effects of multimedia learning Robert Z. Zheng, ed. |
| title_fullStr | Cognitive effects of multimedia learning Robert Z. Zheng, ed. |
| title_full_unstemmed | Cognitive effects of multimedia learning Robert Z. Zheng, ed. |
| title_short | Cognitive effects of multimedia learning |
| title_sort | cognitive effects of multimedia learning |
| topic | Learning, Psychology of Media programs (Education) Multimedia (DE-588)4192358-3 gnd Unterricht (DE-588)4062005-0 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Learning, Psychology of Media programs (Education) Multimedia Unterricht Lernpsychologie Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016997128&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT zhengrobertz cognitiveeffectsofmultimedialearning |