Module 10

Interactivity in Multimedia Learning

Effects of interactivity, learner control, & feedback on cognitive load and learning

Goals and Outcomes

Outcomes

After completing this module, students will be able to:

  • describe the feedback principle for multimedia learning
  • describe the learner control principle for multimedia learning
  • define interactivity for multimedia learning
  • identify six interact components that combined comprise the Interact model
  • explain the role of guidance, reflection, and interactivity in a multimedia game
  • describe how cognitive load is created in e-Learning environments and how it can be reduced through instructional design.

Selected Readings

Required

  • 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)
  • 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)

Recommended:

  • 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.
    Download (PDF, 93 KB)
  • 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)

“To Do” List

Discussions

Role of Guidance, Reflection, and Interactivity

According to Moreno and Mayer (2005), “…learning occurs when a learner actively constructs a coherent knowledge representation in working memory” (p.118). The learner must select relevant information, activate prior knowledge to make connections to the information and organize the incoming material into a coherent structure. This is most likely to occur when learners receive guidance and engage in interactivity and/or reflect about their decisions. (You can see the results from experiments 1 and 2 in the article.).

Identify and describe one of your instructional units in which you can apply what are suggested in Moreno and Mayer’s article (2005). Please elaborate your adoptions of these methods.

Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. After making your initial postings, review at least two of your classmates’ postings and reply to their threads.Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.

Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to 100 – 200 words and each of your responses to 25 – 50 words.

Assignments

Annotated Bibliographies for Module 10

Please read the Annotated Bibliographies for Module Reading page for details about this assignment. 

Outcomes

After completing this assignment, you will be able to:

  • describe the feedback principle for multimedia learning
  • describe the learner control principle for multimedia learning
  • define interactivity for multimedia learning
  • identify six interact components that combined comprise the Interact model
  • explain the role of guidance, reflection, and interactivity in a multimedia game
  • describe how cognitive load is created in e-Learning environments and how it can be reduced through instructional design.

Instructions

  1. Read all assigned reading carefully and thoroughly.
  2. Summarize the most important ideas and questions for ALL journal articles or book chapters covered in the week (including the one you find).
  3. For EACH journal article or book chapter, the summary should be between 150 – 300 words in length. This is not a reaction paper or an excerpt, but rather your synthesis of the main ideas and related questions. View an synthesis example at the Template page.
  4. Compose all of your annotated bibliographies in MS Word and check for spelling/grammatical errors.
  5. Post your synthesis text onto a Weebly page as online text (not file attachment) and label the page appropriately.

Submitting and Posting 

  1. To submit your work, copy and paste your synthesis text onto the corresponding link under Submissions inside Moodle before 11:59 p.m. U.S. EST/EDT on the following Monday.

Grading
Grades on the synthesis will be based on the requirement listed in the Annotated Bibliographies for Module Reading page. Read it carefully to get a sense of the instructor’s specific expectations.