Therefore, how do you promote generative processing without creating extraneous cognitive load? Moreno & Mayer (2010) present some principles toward this end. They are the Multimedia Principle, Personalization Principle, Guided Activity Principle, Feedback Principle, and Reflection Principle. The multimedia principle states that includes verbal and pictorial “instruction representations of knowledge are more likely to lead to meaningful learning than those that present verbal information (as cited in...Moreno & Mayer, 2010). It is based on dual-coding theory and supported by the dual channel assumption of learners are presented with verbal and pictorial representations of CTML. “When the system to-be-learned, they become more (Moreno & cognitively active…” Mayer, 2010). The personalization principle states that includes personalized “Instruction messages is more likely to lead to more meaningful learning than those that use non-personalized messages (Moreno & Mayer, 2010). Through personalized messaging, students must develop a relationship between the instruction and themselves. Thus, making it a form of active learning. The guided activity principle states that allows students to interact by “instruction dialoguing and manipulating the learning materials is more likely to lead to meaningful learning then instruction that does not allow for dialoguing or for manipulating the learning (Moreno & Mayer, 2010). Moreno & Mayer materials” (2010), believe this leads to meaningful learning because of learners must select, organize, and integrate new information actively (p. 162). The feedback principle refers to corrective feedback and corrective feedback plus explanation. The principle states students learn better when presented “novice with explanatory feedback (Moreno & Mayer, 2010). Giving during learning” feedback helps to create a mental model when none exists. students to provide principle-based explanations for their thinking “Encouraging promotes the organization and integration of new information with students’ priori (Moreno & Mayer, 2010). This promotes deep processing of knowledge” information, especially in non-interactive learning environments. In effect, this is the reflection principle. Again, these principles are designed to promote generative learning and are supported by CTML - when learning from Multimedia Instruction. While research demonstrates evidence of these principles effectiveness, additional research is
Therefore, how do you promote generative processing without creating extraneous cognitive load? Moreno & Mayer (2010) present some principles toward this end. They are the Multimedia Principle, Personalization Principle, Guided Activity Principle, Feedback Principle, and Reflection Principle. The multimedia principle states “instruction that includes verbal and pictorial representations of knowledge are more likely to lead to meaningful learning than those that present verbal information (as cited in...Moreno & Mayer, 2010). It is based on dual-coding theory and supported by the dual channel assumption of CTML. “When learners are presented with verbal and pictorial representations of the system to-be-learned, they become more cognitively active…” (Moreno & Mayer, 2010). The personalization principle states “Instruction that includes personalized messages is more likely to lead to more meaningful learning than those that use non-personalized messages (Moreno & Mayer, 2010). Through personalized messaging, students must develop a relationship between the instruction and themselves. Thus, making it a form of active learning. The guided activity principle states “instruction that allows students to interact by dialoguing and manipulating the learning materials is more likely to lead to meaningful learning then instruction that does not allow for dialoguing or for manipulating the learning materials” (Moreno & Mayer, 2010). Moreno & Mayer (2010), believe this leads to meaningful learning because of learners must select, organize, and integrate new information actively (p. 162). The feedback principle refers to corrective feedback and corrective feedback plus explanation. The principle states “novice students learn better when presented with explanatory feedback during learning” (Moreno & Mayer, 2010). Giving feedback helps to create a mental model when none exists. “Encouraging students to provide principle-based explanations for their thinking promotes the organization and integration of new information with students’ priori knowledge” (Moreno & Mayer, 2010). This promotes deep processing of information, especially in non-interactive learning environments. In effect, this is the reflection principle. Again, these principles are designed to promote generative learning and are supported by CTML - when learning from Multimedia Instruction. While research demonstrates evidence of these principles effectiveness, additional research is
Final-Cog-Sci-1-Weekly-Annotations.docx