Managing Cognitive Load in Interactive Multimedia

Managing Cognitive Load in Interactive Multimedia

Slava Kalyuga (University of New South Wales, Australia)
Copyright: © 2009 |Pages: 22
DOI: 10.4018/978-1-60566-048-6.ch007
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Abstract

Most sophisticated multimedia learning environments include various interactivity features. Interactive multimedia learning environments respond dynamically to learner specific actions. Such environments support active, learner-engaged forms of learning that are expected to promote deep cognitive processes and result in active construction and acquisition of new knowledge. Spector, Christensen, Sioutine, and McCormack (2001) noted that interactivity is the most critical feature of technology-enhanced learning environments. They summarized the relevant conclusions addressed in the research literature in this area as follows: 1. “Doing goes hand-in-hand with learning: learners learn what they do. 2. As learning environments provide more and more opportunities for active learner participation, they tend to promote learning; too many opportunities for interaction, however, can lead to confusion and disorientation. 3. Cognitive engagement with the subject material is vital for learning. 4. Opportunities for reflection generally improve learning. 5. Informative feedback is a necessary part of meaningful cognitive engagement; advanced learners may be able to generate their own feedback (a metacognitive skill)” (p. 522).

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