Denetria Middleton

Module 9 Annotated Bibliography

#1: Mayer, R.E., & Moreno, R. (2010). Techniques that reduce extraneous cognitive load
and manage intrinsic cognitive load during multimedia learning. In J. L. Plass, R. Moreno,
& R. Brnken (Eds.), Cognitive Load Theory (pp. 131-152). New York: Cambridge.

Mayer and Moreno begin the article by reviewing what multimedia learning is. This
includes but are not limited to animation, prints, illustrations, and more. All research on
multimedia learning should be theory base, educationally relevant, and scientifically rigorous (p.
131). There are three main principles that shows how people learn with multimedia presentations
and simulations: limited capacity, dual channels,, and active processing (p.131). Dual channels
states humans have detached channels for administering visual and verbal information. Limited
capacity states that humans can only process a limited amount of information in one channel at a
time (p. 132). Active processing meaningful learning depends on active cognitive processing
during learning (p. 132). In simpler terms, multimedia presentation is given the learner
processes it as visual or verbal, next information goes to working memory and hopefully some
transitions to long-term memory. Mayer and Moreno then go on to discuss the triarchic theory of
cognitive load. There are three kinds of cognitive processing during learning: extraneous
cognitive load intrinsic cognitive load, and germane cognitive load (p. 133).

#2: van Merrinboer, J. J., & Kester, L. (2014). The four-component instructional design
model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.),
The Cambridge Handbook of Multimedia Learning. (pp. 104-148). New York: Cambridge.

Van Merrieboer & Kester focus on the four-components of instructional design model in
relation to multimedia principles. The four components are: learning tasks, supportive
information, procedural information, and part-task practice (p. 105). The learning task
components, deals with real life experiences. Learners use reasoning and problem solving
strategies (p. 106). Typically, this component is used in a computer-stimulated task. The next
component is supportive information. This describes how the task domain is organized and how
problems in this domain can best be approached (p. 106). This component is mostly used or
seen on the internet. The procedural information component, occurs before the learning tasks.
This information is used to determine how to perform. Mobile apps is an example. The last
component is part-task practice. In this stage there are extra practice problems from the 1st
component, learning task (p . 106).

#3: Low, R., & Sweller, J. (2014). The modality principle in multimedia learning. In R. E.
Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 227-246). New York:
Cambridge.
This chapter discussed the modality principle/effect. Modality principle/effect is defined
as presenting some information in visual mode and other information in auditory mode can
expand effective working memory capacity and so reduce the effects of an excessive cognitive
load (p. 227). According to Low & Sweller, students learn better when information is narrated
instead of being presented visually (p. 227). Pavios dual-coding theory and Baddelys model of
working memory has some of the same qualities that the modality principle has. According to the
 Denetria Middleton

model of working memory, some instructional strategies and techniques can be ineffective. Low
& Sweller then conduct various experiments to demonstrate the modality principle in multimedia
learning. Results showed that when a dual modality was used effective memory was increased
(p. 231).

#4: Renkl, A. (2014). The worked examples principle in multimedia learning. In R. E.

Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 391-412). New York:
Cambridge.

`This chapter focused on work examples principles. According to Renki, work examples
is a problem and then the solution (p. 392). Normally, solutions steps are included to guide the
learner to the final solution. There are three steps for learning form worked examples. The first
step is a principle is introduced. Next, a couple of work examples show the learner how the
principle is then applied to the problem. Lastly, learners then work on problems that need to be
solved after they have an understanding (p. 392). Renki goes on to explore different experiments
conducted to explore findings on how effective worked examples are in multimedia. According
to Rummel et al. (2009) more learning occurs through using work examples instead of the
solving problem method (p. 393). Other researchers believed that having a high cognitive load
could lead to less learning. Berthold and Renkl believed that work examples should be used in
multimedia learning because it did not use a lot of working memory (p. 397).

#5 Kirschner, P.A, Sweller, J., & Clark, R.E. (2010) Why Minimal Guidance During
Instruction Does Not Work: An Analysis of the Failure of Constructiivist, Discovery,
Problem-Based, Experiential, and Inquiry-Based Teaching. (pg. 75-86)

Since we discussed worked examples, I wanted to see what research was done on
instruction that had little guidance. When working with worked examples, the teacher has an
important role in helping guide the learner. This article discusses how do people learn best,
through guided practice or self discovery? Depending on the prior knowledge, this may differ.
The article discussed how each type of teaching effected learning. Kirschner & Sweller also
looked at researched that compared guided and unguided instruction (p. 79). There are tons of
research that is again the use of instruction with minimal guidance. Anytime research has been
attempted to see what unguided practice would yield, the results always favored guide practice
(p. 79). However, in a constructivist approach of learning, this suggest that individual
differences impact learning. Studies show if the presentations were highly structured learners
could manage to learn at a high level. On the other side, if presentations were poor, learners did
not retain the information (p. 80).