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MMA PUB: FA7
Theories of MultiMedia learning
| Question | Answer |
|---|---|
| Presenters can minimize this cognitive load by focusing narrowly on the essential material and eschewing everything that could distract learners (such as needless animations or irrelevant information). | EXTRANEOUS LOAD |
| Which Mayer’s principle helps minimize Extraneous Load? | THE COHERENCE PRINCIPLE |
| Presenters should aim to manage this cognitive load by chunking their materials and identifying technical terms in advance | INTRISIC LOAD |
| One channel on the dual-channel assumption is the auditory–verbal channel, which __________ | PROCESS SPOKEN WORDS |
| Which Mayer’s principle does NOT optimize Germane Load? | THE SPATIAL |
| T/F Mayer’s cognitive theory of multimedia learning makes three assumptions about how humans process information: the dual-channel assumption, the limited-capacity assumption, and the active-processing | TRUE |
| “People learn better when narration is spoken in a human voice rather than in a machine voice.”assumption | THE VOICE PRINCIPLE |
| “People learn more deeply from pictures and spoken words than from pictures and printed words.” | THE MODALITY PRINCIPLE |
| Which Mayer’s principle helps optimize Germane Load? | THE MULTIMEDIA PRINCIPLE |
| T/F the signaling principle recommends that instructors add cues that direct learners’ attention to salient material. Mayer is careful to point out that this can be overdone, so presenters should use signals sparingly | TRUE |
| T/F The limited-capacity assumption suggests that humans have a hard limit on the amount of information they can process at any given moment | TRUE |
| Which Mayer’s principle does NOT minimize Extraneous Load? | SEGMENTING PRINCIPLE |
| T/F Mayer indicates that individuals at the higher end of that range may have stronger metacognitive strategies, which allow them to manage their limited cognitive resources more efficiently. | TRUE |
| T/F The cognitive theory of multimedia learning is based on a knowledge-construction view in which learners actively build mental representations in an attempt to make sense out of their experiences. | TRUE |
| One channel on the dual-channel assumption is the visual–pictorial channel, which __________. | PROCESS IMAGE |
| This cognitive load theory refers to the cognitive effort required to represent the material in working memory and is based on the complexity or difficulty inherent to the learning materials. | INTRINSIC PRINCIPLE |
| “People learn more deeply from a multimedia message when they know the names and characteristics of the main concepts.” | THE PRE TRAINING PEOPLE |
| “People do not necessarily learn better when the speaker’s image is added to the screen.” | IMAGE PRINCIPLE |
| T/F Although it’s difficult to nail it down, Mayer suggests that most people can maintain maybe five to seven “chunks” of information in working memory at a given time. | TRUE |
| This cognitive load theory refers to wasted cognitive effort on material or details that don’t support the learning outcomes | EXTRAINOUS LOAD |
| Which Mayer’s principle does NOT manage Intrinsic Load? The Redundancy Principle, The Segmenting Principle, The Pre-Training Principle, The Modality Principle | THE REDUNDANCY PRINCIPLE |
| “People learn better when cues that highlight the organization of the essential material are added | THE SIGNALING PRINCIPLE |
| T/F Presenter should only speak words (rather than include them on-screen), which spreads the load across both the visual and the verbal channels - | TRUE |
| T/F The active-processing assumption asserts that humans learn by just passively absorbing information. | FALSE |
| T/F The pre-training principle accordingly recommends that instructors define key terms or concepts before diving into descriptions of processes | TRUE |
| “Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.” | THE SPATIAL CONTINGUITY PRINCIPLE |
| Presenters should optimize this cognitive load by scaffolding learning and pacing material appropriately. | GERMANE LOAD |
| This cognitive load theory is the effort required of learners to actually understand the material and is strongly affected by their motivation | GERMANE LOAD |
| “People learn better from words and pictures than from words alone.” | THE MULTI MEDIA PRINCIPLE |
| Intrinsic load (also known as “essential processing”) refers to the cognitive effort required to represent the material in working memory and is based on the complexity or difficulty inherent to the learning materials. | TRUE |
| T/Fcoherence principle abT minimizing extraneous processing. Instructors should not include information in their multimedia messages that will not be assessed, is merely intended to “spice up” the presentation, or distracts from learning goals overall. | TRUE |
| “Students learn better when corresponding words and pictures are presented simultaneously rather than successively.” | TEMPORAL CONTINUITY PRINCIPLE |
| Mayer (2009), the dual-channel assumption dictates that “humans possess separate channels for processing visual and auditory information” The1STis the visualpictorial channel. The other channel is the auditory–verbal channel, which processes spoken words. | TRUE |
| T/F the redundancy principle suggests that multimedia messages are most effective when learners encounter just spoken words and graphics. | FALSE |
| T/F o maximize learning, the spatial contiguity principle dictates that narration and animation should be delivered concurrently | FALSE |
| T/F The specifics of the temporal contiguity principle may be somewhat more intuitive than Mayer’s other principles | FALSE |
| T//F Mayer’s experiments involved presenting asynchronous multimedia messages to research subjects (messages that largely focused on describing processes, such as how lightning | TRU |
| “People learn better when extraneous material is excluded rather than included.” | THE COHERENCE PRINCIPLE |
| “People learn better when a multimedia message is presented in user-paced segments rather than as a continuous unit.” | THE SEGMENTING PRINCIPLE |
| “People learn better from multimedia presentations when words are in conversational style rather than formal style.” | THE PERSONALIZING RINCIPLE |
| T/F According to the personalization principle, having a more relaxed tone in an online class can actually positively impact learning | TRUE |
| T/F Germane load (also known as “generative processing”) is the effort required of learners to actually understand the material and is strongly affected by their motivation. | TRUE |
| “People learn better from graphics and narration than some graphics, narration, and printed text.” | THE REDUNDANCY PRINCIPLE |
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