Hasler, Kersten and Sweller 2007: Learner Control, Cognitive Load, and Instructional Animation - Essay Example

?Hasler, Kersten and Sweller 2007 - Learner Control, Cognitive Load and Instructional Animation The in this paper were investigating how much influence learner controls had on the understanding of instructions in primary school students. The researchers used three versions of an audio visual presentation and a narration only presentation to teach children about the concepts of day and night. The three animations used were system paced, learner paced using discrete segments or learner paced using stop and play buttons. The two learner paced groups scored significantly higher than the system based groups despite the tools given to them (the stop and play buttons) only being used in a few instances. 2. The authors cited five underlying principles relating to cognitive load theory and instructional computer based animation. They included the information store principle, the borrowing and reorganizing principle; the randomness as genesis principle; the narrow limits of change principle and the environmental organizing and linking principle. These five elements were used so that the authors could determine if the instructional activities were as effective as each other. In this study it was found that the learner based groups scored significantly better than the system based group suggesting there were differences in effectiveness depending on the tool being used. DeRosia 2008. The effectiveness of nonverbal symbolic signs and metaphors in advertisements: An experimental inquiry. 1. The hypotheses for this study were based on appeals to interpretative and psychological theoretical perspectives. This differs from previous studies cited by the authors that assumed that nonverbal advertising elements were just automatically processed. The authors of this study show that consumers would have to devote a “nontrivial level of cognitive effort” so that they could understand the nonverbal and symbolic signs and metaphors present in advertising. The study, based on observations, supported these hypotheses. DeRosia did note that there were limitations in the study including a failure to account for variables linked to motivation, suggesting that a manipulation of that specific variable would have increased significance for the motivation factor. 2. One of the key aspects of the study was related to the nature of the line and typeface. In particular the curved line and Comic sans typeface was used to represent informality and an element of whimsy in the advertisement. The author noted that the type face was chosen specifically because it is the one used historically in comic books. Previous studies on this typeface also supported the idea that the font lent a cheerful and less formal element to the words depicted. Some studies have shown that typefaces can suggest semantic associations or even a cultural code to the readers, thereby influencing the way the readers view the advertisement and the message. Chang, D., Dooley, L., Tuovinen, J.E. 2002. Gestalt Theory in Visual Screen Design – A New Look at an Old Subject 1. Gestalt theory is a group of psychological theories that have been in evidence since 1924. One of the key areas Gestalt theories can be applied to is the visual design process. In cases for instructional screen design Gestalt theoretical principles can be used to improve learning outcomes. One of the biggest issues with this process is that there are so many laws relating to vision within the Gestalt theoretical framework (114 according to Helson, 1933). In many cases the laws are very similar but finding a select group that would work in all cases was more difficult. The authors in this study worked to identify those Gestalt theories that would best serve instances of visual screen design for the purpose of learning. 2. The key laws in Gestalt theory that pertained to computer screen design were balance/symmetry – objects will appear incomplete is the object is not balanced; continuation – allowing the eye to move instinctively through a logical pattern on a visual field; closure – where our mind closes up the gaps in objects to allow us to identify and learn from the screen more easily; figure-ground – darker colors move forward, and lighter colors recede; focal point – the object that captures the attention of the viewer and gives a frame of reference to the screen; isomorphic correspondence – based on our own experiences with symbols for meanings; pragnanz – the eye will automatically depict the best possible image from a series of symbols or marks; proximity – objects that are put close together are grouped in our mind; similarity – our eyes/mind groups similar objects to make sense within a pattern; simplicity – the more simple the image the easier it is for the viewer to understand it; unity/harmony – to prevent confusion grouped items need to have some visual connection. Mayer, R.E. & Moreno, R. 2010. Nine Ways to Reduce Cognitive Load in Multimedia Learning 1. The authors in this study were using their research design to determine how words and pictures can create meaning that can be used for learning in a multimedia instruction. In a multimedia instruction words can be either text (printed) or spoken (narration) and pictures can be static or movement (dynamic). The key to effective multimedia learning is what combination of elements creates the most positive outcome for the student. The focus of the authors was on “meaningful learning” which has been defined as an understanding of the material that stems from close attention being paid to the material, organizing that material into a cognitive structure that has meaning for the learner, and integrating that with existing relevant knowledge that the student already has. 2. The human information processing system (our brain) works through processing input data into a cognitive process that makes sense to the individual. This is why two people witnessing the same situation can often have totally different accounts of what has happened. The data can be input through auditory or visual channels. Theorists posit that there is only a limited amount of information that can be processed cognitively at any one time (Cognitive Load theory) while others feel that a lot of the meaningful learning process takes place in the verbal and visual channels (Generative Learning theory). All of these processes require that close attention is paid to the visual and auditory material for meaningful learning to take place. Read More