the Nature and Modalities of Multimedia

Question 1

Barfield argues digital text will always be used to deliver important information for 3 reasons:

Answer 1

○ Editability - is easy to reorder, add content, or remove content
○ Sufficiency - Sometimes, text is sufficient to convey all the information that you want to bring across.
○ Openness - Composing text requires the fewest resources

Question 2

____________ has been one of the theories used to integrate our knowledge of human cognitive structures and instructional design principles.

Answer 2

Cognitive load theory

Question 3

2 knowledge categories by Geary (2007, 2008, 2012) that is critically important from an instructional perspective.

Answer 3

1. Biologically primary knowledge: knowledge that we have specifically evolved to acquire over many generations.
2. Biologically secondary knowledge: knowledge we have not evolved to acquire but that we need for cultural reasons.

Question 4

theory concerned primarily with the acquisition of biologically secondary knowledge.

Answer 4

Cognitive load theory

Question 5

everything in ________ memory has been learned for the sake of cognitive adaptation to an environment

Answer 5

long-term

Question 6

________ is defined as an alteration in long-term memory.

Answer 6

Learning

Question 7

The __________ principle assumes that we have evolved to acquire information from other people.

Answer 7

borrowing and reorganizing

Question 8

It should be noted that our ability to obtain biologically secondary information from other people via imitation and listening is itself a _________ that does not need to be taught (Paas & Sweller, 2012).

Answer 8

biologically primary task

Question 9

We have not evolved to obtain information from others via reading, and so this task needs to be taught as a ________, along with associated tasks such as learning to use a library or the Internet.

Answer 9

biologically secondary task

Question 10

While effective learning in substantive fields depends on obtaining biologically secondary information from others via the borrowing and reorganizing principle, that information must be_______ before it can be transferred.

Answer 10

created in the first instance

Question 11

When dealing with novel, biologically secondary information, human working memory has two severe limitations.

Answer 11

1. Miller (1956) indicated that working memory is able to hold only about 7 elements of information.
2. The duration of working memory is also constrained.

Question 12

It must be emphasized that those limitations apply only to _________fed to working memory through the sensory system

Answer 12

novel information

Question 13

both ________ and learning with understanding result in changes in long-term memory.

Answer 13

rote learning

Question 14

When knowledge acquisition has progressed to the point ___________essential to understanding a topic can be processed in working memory, understanding has occurred.

Answer 14

where all of the elements

Question 15

All ____________ requires the acquisition of large amounts of knowledge held in long-term memory.

Answer 15

skilled performance in complex domains

Question 16

Three categories of cognitive load are included the cognitive load theory:

Answer 16

intrinsic, extraneous and germane cognitive load.

Question 17

cognitive load due to the natural complexity of the biologically secondary information that must be processed.

Answer 17

Intrinsic cognitive load

Question 18

cognitive load also is caused by high levels of element interactivity

Answer 18

Extraneous cognitive load

Question 19

element interactivity is due to ________ that unnecessarily increase the number of interacting elements that learners must process (Sweller, 2010)

Answer 19

inappropriate instructional designs

Question 20

Inappropriate instructional designs require learners to use _________ to process elements that do not lead to knowledge acquisition

Answer 20

working memory resources

Question 21

‘effective’ cognitive load
working memory resources that are devoted to dealing with intrinsic cognitive load rather than extraneous cognitive load

Answer 21

germane cognitive load

Question 22

The cognitive theory of multimedia learning is based on three cognitive science principles of learning:

Answer 22

1. the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing (i.e., dual-channel assumption),
2. each channel has a limited capacity for processing (i.e., limited-capacity assumption), and
3. active learning entails carrying out a coordinated set of cognitive processes during learning (i.e., active processing assumption).

Question 23

Three demands on the learner’s cognitive capacity during learning are

Answer 23

1. extraneous processing (which is not related to the instructional objective),
2. essential processing (which is needed to mentally represent the essential material as presented), and
3. generative processing (which is aimed at making sense of the material).

Question 24

Understanding a multimedia message often involves constructing one or more of these kinds of knowledge structures. This assumption suggests two important implications for multimedia design:

Answer 24

1. the presented material should have a coherent structure, and
2. the message should provide guidance to the learner on how to build the structure.

Question 25

Multimedia further expands the possibilities of text by transforming it from a _______ medium.

Answer 25

static to a dynamic

Question 26

8 Guidelines for the Use of Text

Answer 26

1. Be selective. Use text where it conveys information more effectively than other media
2. Be brief. Reading large amounts of text on a computer screen soon tires the user.
3. Make text readable.
4. Be consistent.
5. Be careful.
6. Be respectful.
7. Combine text with other media.
8. Make text interactive.