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Pre-training Principle - Cognitive Theory of Multimedia Learning. "Ensure that Learners Know the Name and Characteristics of Key Concepts"(Ruth Colvin Clark, Richard E.
Mayer,e-learning and the Science of instruction,P212) lDetailed description of the principle Generally speaking, the pretraining principle is the users "know the name and characteristics of Key concepts "(Ruth Colvin Clark, Richard E. Mayer,e-learning and the Science of instruction,P212) before they learn something . "The pretraining principle is relevant in situations when trying to process the essential material in the lesson would overwhelm the learner’s cognitive system. In short, the pretraining will help users, especially for beginners, reduce the time to learn some knowledge and help them to mange some complex materials. key concepts are Identified, that could be presented prior to teaching the main lesson.
L few studies that support the principle 1. 2. About learning how to solve electronics troubleshooting problems. 3. Segmenting Principle - Cognitive Theory of Multimedia Learning. Contiguity Principle - Cognitive Theory of Multimedia Learning. Simply stated, the contiguity principle is "align words to corresponding graphics" (Clark & Mayer, 2011).
This means that a graphic that is the major subject of text should not be physically separated from the text. The contiguity principle as stated implies that just words need to be aligned, however audio should also be aligned temporally with graphics that correspond with the audio. One example is that when a graphic includes a diagram which has parts indicated by text, the text should be physically near the corresponding parts of the diagram (Clark & Mayer, 2011).
Personalization Principle - Cognitive Theory of Multimedia Learning. Use conversational style and virtual coaches The Personalization Principle states “use conversational style and virtual coaches” (Clark & Mayer, 2011).
The personalization principle in particular is based on engaging the learner by delivering content in a conversational tone to increase learning. Clark and Mayer (2011) also found that the use of pedagogical agents can help focus learner attention. Multimedia Principle - Cognitive Theory of Multimedia Learning. Studies: There have been many studies that have proven that the theory is valid and evolving today.
For over a decade Richard Mayer has been studying how learners learn and the best way to stimulate both channels. He has used eleven studies to compare whether students learn better from animation and narration alone or from text and illustrations versus text alone. (mayer 171) They used specific technical processes that learners were not familiar with to teach, and asked learners to present their understanding afterwords. Modality Principle - Cognitive Theory of Multimedia Learning. L Support Studies Research Study 1(Moreno & Mayer, 1999).
Students were separated to two groups and with different ways of learning about lightning formation. Students from the first group viewed an animation depicting the steps in lightning formation along with concurrent narration. Students from the second group viewed an animation depicting the steps in lightning formation along with concurrent on-screen text captions. The audio narration group performed significantly higher than the on-screen text group. Coherence Principle - Cognitive Theory of Multimedia Learning. "Students learn better when extraneous material is excluded rather than included.
" Examples of Violations of the Coherence Principle Figure 1 One of the mistakes commonly made when e-learning developers design a course or project is to use non-related background music and content, and irrelevant graphics on-screen.According to Clark and Mayer (2011) in the book “E-Learning and the Science of Instruction”,the Coherence Principle states that all unnecessary information in multimedia messages should be eliminated, such as sound, images and words as they may decrease the learning. As by adding interesting but irrelevant materials to e-learning courses may distract the learner.
In the above example, the coherence principle is violated because the page is fully embellished non-related graphics (images and videos) on main screen, which will confuse learners to some extent and has negative effect on learning. The three Coherence Principles which instruction designers should follow: 1. 2. 3. Novices. 1. Redundancy Principle - Cognitive Theory of Multimedia Learning. We can see many multimedia-learning scenarios have simultaneous text and audio in our lives.
The redundancy principle states that learners can learn better just with animation and narration. The visual text information, which is presented simultaneously to the verbal information, becomes a redundant material. Eliminating redundant material, avoiding narration and "identical" text will be a good way to let learners learn well. The basic reason is people can't focus when they both hear and see the same verbal message during a presentation (Hoffman, 2006). Potential Problems with Adding Redundant On-Screen Text The common belief that uses spoken and printed forms during the presentations should always be better for learners. Special Situations for the Redundancy Principle There are a few special situations where using redundant text is acceptable and even suggested.