Concept
Concept
Cognitive Load Theory suggests that learning is hindered when the working memory is overwhelmed by too much information at once, emphasizing the need to design instructional materials that optimize cognitive processing. It differentiates between intrinsic, extraneous, and Germane Cognitive Loads to enhance learning efficiency and retention.
Concept
Multimedia learning occurs when individuals use multiple forms of media, such as text, images, and audio, to enhance understanding and retention of information. This approach leverages the dual-channel processing capabilities of the human brain, which can lead to improved cognitive engagement and deeper learning outcomes.
Concept
Instructional design is the systematic process of creating educational experiences that make the acquisition of knowledge and skill more efficient, effective, and appealing. It involves analyzing learner needs, defining learning objectives, and designing instructional materials and activities to achieve these objectives.
Concept
The Modality Principle suggests that learning is more effective when information is presented through both visual and auditory channels rather than through visual channels alone. This principle is grounded in cognitive load theory, emphasizing the limitations of working memory and the benefits of dual-channel processing.
Concept
The Split-Attention Effect refers to the cognitive load increase that occurs when learners must divide their attention between multiple sources of information, such as text and diagrams, presented separately. This effect can hinder learning efficiency and comprehension, suggesting that integrating related information into a single, cohesive format can enhance understanding.
Concept
Working memory is a cognitive system with a limited capacity that is responsible for temporarily holding information available for processing. It plays a crucial role in reasoning, decision-making, and behavior by allowing individuals to manipulate and utilize information in real-time.
The Cognitive Theory of Multimedia Learning posits that people learn more effectively from a combination of words and pictures than from words alone, by engaging dual channels for processing visual and auditory information. It emphasizes the importance of managing cognitive load to optimize learning by aligning instructional design with how the human brain processes information.
Concept
The Multimedia Principle suggests that people learn more effectively from words and pictures than from words alone, leveraging the dual channels of visual and auditory information processing. This principle is foundational in instructional design, emphasizing the integration of complementary visual and textual content to enhance comprehension and retention.
Extraneous cognitive processing refers to the mental effort expended on tasks that do not directly contribute to learning, often due to poorly designed instructional materials or environments. Minimizing extraneous processing is crucial for optimizing cognitive resources and enhancing effective learning.
3