EDIT 720 Kayla McCray

Annotated Bibliography Module 10

#1: Johnson, C. & Priest, H. A. (2014). The feedback principle in multimedia learning. In R. E.
Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 449-463). New York:
Cambridge.
(e.g. Chapter 19)

There are many benefits of having feedback in multimedia discussed in this chapter. “Providing
feedback can contribute to learning by allowing students to evaluate their responses, identify a
discrepancy in their knowledge, and repair faulty knowledge” (Johnson & Priest, 2014, pp. 449).
There has been an advancement in multimedia learning. There are more games, mind stimulating
activities and different kinds of tutoring systems (Johnson & Priest, 2014, pp. 450). When it
comes to corrective feedback, it is not as effective as explanatory feedback. With explanatory
feedback, the learner is allow to have a principle-based reason why their answer is correct or
incorrect. Corrective feedback only allows the learner to know if the answer is correct or
incorrect. This information can be found summarized in The Cambridge Handbook of
Multimedia Learning on page 450.

The feedback principle the theoretical principle has three steps based on the cognitive theory of
multimedia learning. When there is poor instructional design, extraneous processing occurs
(Johnson & Priest, 2014, pp. 450).

#2: Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer
(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 487-512). New York: Cambridge.
(e.g. Chapter 21)

This chapter discusses how the learner should have control over their own learning, it increases
the desire to learn and enables the learner to adapt their instructional needs to be able to fit their
own. When learners put forth their own instruction, it is called learner control. System-controlled
activities and environments are usually contrasted with learner-controlled environments
(Scheiter, 2014, pp. 487).

If a student does not know much about a topic, the learner control principle is the best way for
them to be in the linear environment to gain information on the topic. When the student is guided
in a linear way, it will help them gain the acquire knowledge necessary for understanding the
material (Scheiter, 2014, pp, 491).

Sometimes a student can become a self-regulated learner (Scheiter, 2014, pp. 495). Self-
regulated learning is where there is a focus on a learning objective (Scheiter, 2014, pp. 495).
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#3: Moreno, R., & Mayer, R. E. (2005). Role of Guidance, Reflection, and Interactivity in an
Agent-Based Multimedia Game. Journal of Educational Psychology, 97(1), 117-128.
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This article addressed multimedia games and its effect on improving academic learning (Moreno
& Mayer, 2005, pp. 117). There are learning parts in each step. Some parts include the agent
asking the learner to click on the answer, the agent would tell the learner if the answer is correct,
and the agent would also give explanation (Moreno & Mayer, 2005, pp. 117).

When it comes to gaming, there are four instructional concepts that are implemented. Those four
are interactivity, reflection, feedback, and guidance. Interactivity is related to problem solving –
like being able to give an answer to a problem. Reflection is where the learner has to explain
why the given answer is correct. Feedback is where the learner is revealed rather their answer is
write or wrong. Guidance gives example as to why an answer is correct (Moreno & Mayer, 2005,
pp. 118).

Reflection is an important instructional method that is used in the educational game (Moreno &
Mayer, 2005, pp. 118). Asking the students “why” questions allow them to have deeper thinking
about information they have read (Moreno & Mayer, 2005, pp.118).

#4: Kalyuga, S. (2007). Enhancing Instructional Efficiency of Interactive E-learning

Environments: A Cognitive Load Perspective. Educational Psychology Review, 19, 387-399.
Download (PDF, 148 KB)

This article has many aspects on how interactive learning is associated with the learner-engaged
processing of learning materials (Kalyuga, 2007, pp. 387). When you have learner-engaged
environments, it promotes deeper learning in new knowledge.

Kalyuga gives a lot of insight on page 387. It is stated that our long term memory and
performance affect our cognitive processes. Working memory could very easily become
overloaded if one or more than a few pieces of information is trying to be processed at the same
time. We actively build our knowledge from other sources rather than starting from scratch
(Kalyuga, 2007, pp. 387).

Schemas in our long-term memory provides a very important function (Kalyuga, 2007, pp. 389).
These schemas are associated and integrated into a model that is continuously updated with new
information. “Knowledge associated with active elements in working memory creates a virtual
construct of long-term working memory,” (Kalyuga, 2007, pp. 387).

Extraneous load can be reduces by interactivity. “When interacting the same types of
interactivity that allow managing essentials load may also produce extraneous load”. Appropriate
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learner control techniques could be instrumental in reducing extraneous cognitive overload in

interactive e-learning environments (Kalyuga, 2007, pp. 396).