Çoklu Ortam Öğrenmede Konu Dışı İşlemenin Azaltılması İlkelerinin Öğrenenlerin Bilişsel Yük, Geri Getirme ve Transfer Performanslarına Etkisi

Abstract

Çoklu ortam öğrenmede bireyin kısıtlı olan bilişsel kapasitesini verimli kullanmak birinci amaçtır. Bu amaçla, çoklu ortam öğrenmede konu dışı işlemenin azaltılması için tutarlılık, gereksizlik, işaretleme, uzamsal ve zamansal bitişiklik ilkeleri önerilmiştir. Bu çalışmada yüksek konu dışı işleme yükünün öğrenenlerin bilişsel yük, geri getirme ve öğrenme transferi düzeylerine etkisi incelenmiştir. Son test kontrol gruplu deneysel desende yürütülen çalışma 31 üniversite öğrencisi üzerinde yürütülmüştür. Katılımcılar, konu dışı işleme yükü yüksek ve düşük olmak üzere tasarlanan iki çoklu ortamdan birinde öğrenme deneyimi yaşamıştır. Konu dışı işlemeyi azaltma tekniklerinin uygulanmadığı çoklu ortamın öğrenenlerde daha fazla bilişsel yüke neden olduğu ve öğrenme transfer performanslarını olumsuz yönde etkilediği tespit edilmiştir. Bu bulgular literatür bulgularıyla örtüşmektedir. Diğer yandan yüksek konu dışı işleme yükünün geri getirme performansları üzerine bir etkisi olmadığı görülmüştür. Araştırmada geliştirilen çoklu ortam tasarımlarının konu dışı işleme ile bireysel farklılıklar arasındaki etkileşimi incelemek üzere kurgulanan ve göz izleme, fonksiyonel manyetik rezonans görüntüleme fMRI gibi tekniklerle veri toplandığı araştırmalarda kullanılması önerilmektedir.

Keywords

• konu dışı işleme
• çoklu ortam öğrenme
• öğrenme transferi
• bilişsel yük
• geri getirme

The Effect of Principles For Extraneous Processing In Multimedia Learning On Learners' Cognitive Load, Recall And Transfer Performance

Abstract

Effective use of the limited cognitive capacity of the individual in multimedia learning is the primary goal. For this purpose, coherence, redundancy, signaling, spatial and temporal contiguity principles are proposed for reducing extraneous processing in multimedia learning. In this study, the effect of high extraneous processing load on learners' cognitive load, recall and learning transfer levels was investigated. The experimental study with the post-test only control group was conducted with 31 university students. Participants experienced learning from one of two multimedia designed to be high and low extraneous processing load. It has been found that the multimedia, which is not proper to reducing extraneous processing techniques, causes more cognitive load and affects learning transfer performance negatively. These findings are parallel to the literature findings. On the other hand, it was seen that the extraneous processing load was not an effect on the recall performance. Multimedia designs developed in the research are suggested to be used in studies investigating the interaction between extraneous processing and individual differences and data collected by techniques such as eye tracking, functional magnetic resonance imaging (fMRI).

Keywords

• extraneous processing
• multimedia learning
• transfer of learning
• cognitive load
• recall

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