Applied Psychology Learning Theory for Digital Learning
Learning Objectives:
After this tutorial, you should be able to:
- Describe cognitive load theory - Describe cognitive theory of mulimedia learning and how it aligns with cognitive load theory - Identify instructional design principles covered in the instructional video - Explain the architecture that makes up the cognitive load theory |
Cognitive Load Theory
Cognitive load theory was developed by John Sweller in the late 1980s and he argued that instructional design can be used to reduce cognitive load in learners. Cognitive load can best be described as the knowledge we have gained of the human cognitive architecture that addresses of the limitations of working memory. This is the foundation of Mayer’s cognitive theory of multimedia learning which explains how people learn from both words and pictures. In general, people learn by either rote or meaningful learning. Mayer (2014) believes that if we focus on a learner-centered versus technology-centered approach, then it will lead to more meaningful learning rather than rote learning. In order to achieve this type of learning, it is important to understand what makes up cognitive learning.
Five Basic Principles of Human Cognitive Architecture
- Information Store Principle
- Borrowing and Reorganizing Principle
- Randomness as Genesis Principle
- Narrow Limits of Change Principle
- Environmental Organizing and Linking Principle
Information Store Principle
This states that information is to be learned over time and done so for the sake of cognitive adaptation to one’s environment. Being a long-term memory store, this principle should be the primary aim of instruction.
Borrowing and Reorganizing Principle
This principle states that information is borrowed from our other stores and assumes that we have biologically evolved to obtain knowledge from others. The huge stores of biologically secondary knowledge held in long-term memory could not be acquired quickly enough without this principle.
Randomness as Genesis Principle
This principle states that natural information processing systems work to generate novel information that can be used in biologically secondary tasks. Biologically primary tasks that do not have to be taught are examples of random generate and test procedures. Paas and Sweller (2014) state that because of evolution, we do not need to be taught to engage in random generate tests but we may need to have the usefulness of the procedure pointed out.
Narrow Limits of Change Principle
This principle explains why natural information processing systems can only make small changes to their information stores. The working memory can only hold approximately seven elements of information but can only manipulate no more than 2-4 novel elements.
Environmental Organizing and Linking Principle
This principle gives justification to a natural information processing system. It states that there is a connection between the information held in the information store with appropriate action from the external environment. The main component to this process lies within the working memory and the epigenetic system.
Three Types of Cognitive Load
According to Paas and Sweller (2014), there are three types of cognitive load:
- Intrinsic cognitive load deals with how essential elements interact and processed simultaneously versus successively within working memory which results in a heavy load.
- Extraneous cognitive load is imposed by nonessential but interacting elements that can be eliminated by changing the instructional design.
- Germane cognitive load is essentially the '"effective load" that is the mental effort required to learn due to the actual process of learning itself.
Cognitive Theory of Multimedia Learning
Cognitive theory of multimedia learning is based on the idea instructional multimedia messages are designed with how the human mind works and how these messages lead to meaningful learning. The rationale that people learn more deeply from both pictures and words than from words alone. This theory aligns with cognitive load theory in that learners must connect with five cognitive processes in order for this meaningful learning to occur using multimedia:
- Selecting relevant words from presented text or narration
- Selecting relevant images from the presented graphics
- Organizing the selected words into a coherent verbal representation
- Organizing selected images into a coherent pictorial representation
- Integrating the pictorial and verbal representations and prior knowledge
Three Assumptions of Cognitive Theory of Multimedia Learning
Cognitive theory of multimedia learning has three underlying assumptions: dual channels, limited capacity, and active processing.
Dual Channel Assumption
According to Mayer (2014), dual channel assumption states that humans possess separate information processing channels for visually/spatially represented material and auditorily/verbally represented material. Each channel is channel is different in that one channel is based on representation modes and the other is based on sensory modalities. Representation modes focuses on whether the stimulus is verbal or nonverbal, whereas the sensory-modality focuses on whether learners process the presented materials via eyes or ears.
Dual Channel Assumption
According to Mayer (2014), dual channel assumption states that humans possess separate information processing channels for visually/spatially represented material and auditorily/verbally represented material. Each channel is channel is different in that one channel is based on representation modes and the other is based on sensory modalities. Representation modes focuses on whether the stimulus is verbal or nonverbal, whereas the sensory-modality focuses on whether learners process the presented materials via eyes or ears.
Limited Capacity Assumption
Limited capacity assumption states that humans are limited in the amount of information each channel can process at any one time. Mayer (2014) states that people can only hold onto portions of a few images presented to them instead of exact copies.
Limited capacity assumption states that humans are limited in the amount of information each channel can process at any one time. Mayer (2014) states that people can only hold onto portions of a few images presented to them instead of exact copies.
Active Processing Assumption
This assumption states that humans actively engage in cognitive processing in order to construct a coherent mental representation of their experiences. The three cognitive processes involved in active learning are the selecting of relevant material, organizing the selected material, and integrating the selected material with existing knowledge.
This assumption states that humans actively engage in cognitive processing in order to construct a coherent mental representation of their experiences. The three cognitive processes involved in active learning are the selecting of relevant material, organizing the selected material, and integrating the selected material with existing knowledge.
Video Tutorial Using Three Instructional Design Principles
This is a video tutorial discusses cognitive load theory, the theory of multimedia learning, and demonstrates three instructional design elements to help reduce cognitive load.
- Spatial contiguity is a load-reducing technique featured as part of the cognitive theory of multimedia learning, that says it is best to place printed words near corresponding parts of illustrations or animation, rather than farther away. This allows the learner to visually scan the page with less effort thus reducing extraneous load.
- Redundancy principle is meant to reduce extraneous processing by eliminating redundant on-screen text and/or animation. A good way to use this principle is to use illustrations while narrating the information or use brief on-screen text with no narration.
- Signaling principle is based on the theoretical rationale that will direct the learner’s attention towards what is relevant or essential. This allows the learner to eliminate the noise and use more cognitive capacity to process essential material.
This is a brief quiz to assess your understanding of the material in this workshop. Please answer each question using the information you have learned about Learning Theory for Digital Learning. Don't forget to enter your first and last name and click "submit."
Resources
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). New York, NY: Cambridge University
Press.
Paas, F. & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. The Cambridge handbook
of multimedia learning (2nd ed.). New York, NY: Cambridge University Press.
Press.
Paas, F. & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. The Cambridge handbook
of multimedia learning (2nd ed.). New York, NY: Cambridge University Press.