Tailoring Multimedia Environments to Learner Cognitive Characteristics

Tailoring Multimedia Environments to Learner Cognitive Characteristics

Slava Kalyuga (University of New South Wales, Australia)
Copyright: © 2009 |Pages: 25
DOI: 10.4018/978-1-60566-048-6.ch010
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Abstract

Personalized adaptive multimedia environments provide individual learners or learner groups with experience that is specifically tailored to them. To achieve effective personalization, a variety of information about the learner is required. Tailoring multimedia environments to individual learner cognitive characteristics is becoming a major means for achieving a true learner-centered experience for learners through their interaction with multiple content sources, presentation formats, and delivery means. Personalized multimedia environments are capable of realizing advanced learning and instruction strategies based on a continuous process of adaptation between the learners and instructional systems. This adaptation process could be accomplished through personalized interaction and adaptive presentation of content, learner feedback, adaptive navigation and search, and different adaptation methodologies. As was mentioned in earlier chapters of this book, a major instructional implication of the expertise reversal effect is the need to tailor dynamically instructional techniques and procedures, levels of instructional guidance to current levels of learner task-specific expertise. In online multimedia instructional systems, the levels of learner task-specific expertise change as students develop more experience in a specific task domain. Therefore, the tailoring process needs to be dynamic, i.e. consider learner levels of expertise in real time as they gradually change during the learning sessions. This Chapter describes general approaches to the design of adaptive learning environments from the perspective of tailoring learning procedures and techniques to individual cognitive characteristics of learners. Studies in aptitude-treatment interactions offered a possible approach to adaptive instruction. Intelligent tutoring systems and adaptive web-based hypermedia systems use learner models to tailor learning tasks and instructional content to individual learner characteristics. This approach accommodates learner characteristics (e.g., knowledge, interests, goals) into explicit learner models that guide adaptive procedures. On the other hand, advisement and adaptive guidance approaches realize a greater learner control over instruction and provide individualized prescriptive information in the form of recommended material and tasks based on learner past performance.

Complete Chapter List

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Dedication
Slava Kalyuga
Table of Contents
Foreword
Richard E. Mayer
Chapter 1
Slava Kalyuga
One of the major components of our cognitive architecture, working memory, becomes overloaded if more than a few chunks of information are processed... Sample PDF
Human Cognitive Processes
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Chapter 2
Cognitive Load Theory  (pages 34-57)
Slava Kalyuga
Cognitive load theory is a learning and instruction theory that describes instructional design implications of human cognitive architecture outlined... Sample PDF
Cognitive Load Theory
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Chapter 3
Slava Kalyuga
Cognitive studies of expertise that were reviewed in Chapter I indicated that prior knowledge is the most important 1earner characteristic that... Sample PDF
The Expertise Reversal Effect
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Chapter 4
Slava Kalyuga
Main implication of the expertise reversal effect is the need to tailor instructional techniques and procedures to changing levels of learner... Sample PDF
Assessment of Task-Specific Expertise
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Chapter 5
Slava Kalyuga
Availability of valid and usable measures of cognitive load involved in learning is essential for providing support for cognitive load-based... Sample PDF
Evaluation of Cognitive Load
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Chapter 6
Slava Kalyuga
Chapter VI describes specific evidence-based methods for managing cognitive load in verbal and pictorial information representations. According to... Sample PDF
Managing Cognitive Load in Verbal and Pictorial Representations
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Chapter 7
Slava Kalyuga
Most sophisticated multimedia learning environments include various interactivity features. Interactive multimedia learning environments respond... Sample PDF
Managing Cognitive Load in Interactive Multimedia
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Chapter 8
Slava Kalyuga
According to dual-coding theory, when learning concrete concepts, adding pictorial representations could be superior to verbal-only descriptions... Sample PDF
Managing Cognitive Load in Dynamic Visual Representations
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Chapter 9
Slava Kalyuga
Instructional simulation and games are usually used as substitutes for actual equipment, processes, real-life problems, and social situations. They... Sample PDF
Optimizing Cognitive Load in Instructional Simulations and Games
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Chapter 10
Slava Kalyuga
Personalized adaptive multimedia environments provide individual learners or learner groups with experience that is specifically tailored to them.... Sample PDF
Tailoring Multimedia Environments to Learner Cognitive Characteristics
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Chapter 11
Slava Kalyuga
This chapter describes some specific adaptive procedures for tailoring levels of instructional guidance to individual levels of learner... Sample PDF
Adapting Levels of Instructional Support to Optimize Learning Complex Cognitive Skills
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Chapter 12
Slava Kalyuga
The rapid diagnostic approach to evaluating levels of learner task-specific expertise was introduced in Chapter IV and used in several studies that... Sample PDF
Adaptive Procedures for Efficient Learning
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Summary of Section I
Summary of Section II
Summary of Section II
General Conclusion
Glossary of Terms
About the Author