1. PrinciplesforReducingExtraneousProcessing in Multimedia Learning: Garadan Al-Amir Hector Segarra April 8, 2010 EDLT-520 Dr. Jesús H. Trespalacios New Mexico State University

2. A majorchallengeforInstructionalDesigners Istocreateinstructionalmessagesthat are sensitivetothecaracteristics of thehumaninformation- processingsystem, so thattheamount of processingrequired in eachchannel of workingmemorydoesnotexceedthelearner’scognitivecapacity.

3. ExtraneousOverload Occurswhentheamount of cognitive processing requieredbytheessential and extraneous material in a multimedia instructionalmessageexceedsthelearner’scognitivecapacity.

4. Thefive multimedia designmethodsintendedtominimizeextraneousoverload are: Coherence Signaling Redundancy SpatialContiguity Temporal ContiguityPrinciples

5. The CoherencePrinciple Statesthat: Peoplelearn more deeplyfrom a mutimediamessagewhenextraneous material isexcludedratherthanincluded.

6. CoherenceTechniques Toeliminatewords, pictures, and soundsthat are notrelevanttotheinstructionalgoal.

7. The SignalingPrinciple Statesthat Peoplelearn more deeplyfrom multimedia messageswhencues are addedthathiglighttheorganization of theessential material.

8. SignalingTechniques Insertcuesthatdirectthelearnerattentiontowardtheessential material.

9. The RedundancyPrinciple Statesthat: Peoplelearn more deeplyfromgraphics and narrationthanfromgraphics, narration, and on screen text. Accordingtotheredundancyprinciple, studentswilllearn more deeplyfromthenonredundantpresentationthantheredundantpresentationbecausetheredundantpresentation requiere more extraneous processing.

10. WiththeCoherence and Redundancyprinciple, theextraneous material iseliminated. Withthesignaling and spatialcontiguityprinciple ,typographic and linguisticcuesdrawlearners’ attentiontotheessential material. With temporal contiguity, theneedfor holding material in workingmemoryfor extended periodsiseliminated.

11. The SpatialContuguityPrinciple Statesthat: Peoplelearn more deeplyfrom a multimedia messagewhencorrespondingwords and picture are presentednearratherthanfarfromeachother on the page screen.

12. The Temporal ContiguityPrinciple Statesthat: Peoplelearn more deeplyfrom a multimedia messagewhencorrespondinganimation and narration are presentedsimultaneouslyratherthansuccessively.

13. The Split-AttentionPrinciple Statesthat: Refersto “avoidingformatsthatrequirelearnerstosplittheirattentionbetween, and mentallyintegrate, multiplesources of information”

14. The Split- AttentionPrinciple (Cont.) Referstotheneedtointegrate material from disparate sources, whichis a broader concept than temporal contiguity.

15. Questions 1) Name and describe the five multimedia design methods to minimize extraneous overload. 2) What is the major challenge for an instructional designer? 3) There is strong and consistent evidence of the coherence principle that states: “People learn more deeply from a multimedia message when extraneous material is excluded rather than included”. Why you think this is the case? (Mayer, 2009, Multimedia Learning 2nd Ed.) 4) What does split- attention refers to? 5) What was the research reviewed in this chapter?

16. Reference Mayer, (2009). Multimedia Learning 2nd Ed.