A Review of Multimedia Learning Principles: Split-Attention, Modality, and Redundancy Effects

Year 2012, Volume: 8 Issue: 1, 114 - 122, 22.02.2012

Pelin Yuksel Arslan

Abstract

This study aims to present a literature review on three principles of multimedia learningincluding split attention, modality, and redundancy effects with regard to their contribution to cognitiveload theory. According to cognitive load theory, information should be presented by considering excessiveload on working memory. The first principle states that attending to two distinct sources of informationmay impose a high cognitive load, and this process is referred to as the split-attention effect (Kalyuga,Chandler & Sweller, 1991, 1992). The second principle, Modality effect claims that on-screen text shouldbe presented in an auditory form instead of visually when designing a multimedia environment (Moreno &Mayer, 1999). Using more than one sensory mode augments forceful working memory that producesprogressive effects on learning. The third principle redundancy effect occurs when information presentedrepeatedly interferes with learning. This study provides guidance how to create more effective instructionwith multimedia materials for instructional designers.

Keywords

“Split attention”, “modality effect”, “redundancy effect”, “cognitive load theory”, “multimedia learning”

Multimedya ile Öğrenme İlkelerinin İncelenmesi: Biçem, Aşırılık, Dikkat Bölünmesi Etkileri

Abstract

Bu çalışma üç temel multimedya tasarım prensibinin, dikkat bölünmesi (split-attention), biçem etkisi (modality effect) ve aşırlık etkisi (redundancy effect), bilişsel yük teorisine katkısı üzerine bir literatür taraması sunmayı hedeflemektedir. Bilişşel yük teorisine göre (cognitive load theory), bilgi, çalışan bellekteki (working memory) aşırı yüklenmeyi göz önünde bulundurularak sunulmalıdır. İlk prensibimiz, dikkat bölünmesi, bilgi birden fazla kaynaktan uzaysal olarak bağlantılı bir biçimde sunulmadığında ortaya çıkmaktadır (Kalyuga, Chadler, & Sweller, 1999). İkinci prensibimiz, biçem etkisi, çoklu ortam tasarımı yaparken, ekranda yazının görsel olarak sunulması yerine işitsel olarak sunulması gerekiğini savunmaktadır (Moreno & Mayer, 1999). Birden fazla duyusal kanal kullanımı çalışan bellekteki etkiyi arttıtmaktadır. Üçüncü prensibimiz aşırılık etkisi, bilgi aşırı halde sunulduğunda öğrenmeyi olumsuz yönde etkileyerek açığa çıkmaktadır. Bu çalışmada bir ögretim tasarımcısının multimedia öğrenme ortamlarını daha etkili tasarlayabilmeleri için bir rehber sunulmaktadır.

Keywords

“Dikkat bölünmesi”, “biçem etkisi”, “aşırılık etkisi”, “Bilişsel yük teorisi”, “çokluortamla öğrenme”

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