Çoklu Ortam Öğrenmede Konu Dışı İşlemenin Azaltılması İlkelerinin Öğrenenlerin Bilişsel Yük, Geri Getirme ve Transfer Performanslarına Etkisi
Öz
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.
Anahtar Kelimeler
konu dışı işleme çoklu ortam öğrenme öğrenme transferi bilişsel yük geri getirme
Kaynakça
- Austin, K. A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53(4), 1339–1354. doi:10.1016/j.compedu.2009.06.017
- Cierniak, G., Scheiter, K. ve Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, Including the Special Issue: State of the Art Research into Cognitive Load Theory, 25(2), 315–324. doi:10.1016/j.chb.2008.12.020
- Craig, S. D., Gholson, B. ve Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features and redundancy. Journal of educational psychology, 94(2), 428.
- de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P. ve Paas, F. (2010). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, Eye tracking as a tool to study and enhance multimedia learning, 20(2), 111–122. doi:10.1016/j.learninstruc.2009.02.010
- Doolittle, P. E. ve Altstaedter, L. L. (2009). The Effect of Working Memory Capacity on Multimedia Learning: Does Attentional Control Result in Improved Performance? Journal of Research in Innovative Teaching, 2(1).
- Ginns, P. (2006). Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects. Learning and Instruction, 16(6), 511–525. doi:10.1016/j.learninstruc.2006.10.001
- Harp, S. F. ve Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of educational psychology, 90(3), 414. Johnson, C. I. ve Mayer, R. E. (2012). An eye movement analysis of the spatial contiguity effect in multimedia learning. Journal of Experimental Psychology: Applied, 18(2), 178–191. doi:10.1037/a0026923
- Kester, L., Kirschner, P. A. ve Merriënboer, J. J. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British journal of educational psychology, 75(1), 71–85.
- Kuzu, A. (2017). Çoklu Ortam Uygulamalarının Kuramsal Temelleri. Ö. Ö. Dursun ve F. Odabaşı (Ed.), Çoklu Ortam Tasarımı içinde (3. Baskı., ss. 2–38). Ankara: Pegem Akademi Yayıncılık.
- Mautone, P. D. ve Mayer, R. E. (2007). Cognitive aids for guiding graph comprehension. Journal of Educational Psychology, 99(3), 640–652. doi:10.1037/0022-0663.99.3.640
- Mayer, R. (2014a). Introduction to Multimedia Learning. R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning içinde (Second Edition., ss. 1–24). New York, NY, USA.
- Mayer, R. (2014b). Cognitive Theory of Multimedia Learning. R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning içinde (Second Edition., ss. 43–72). New York, NY, USA.
- Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. doi:10.1111/jcal.12197
- Mayer, R. E. ve Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84(4), 444–452. doi:10.1037/0022-0663.84.4.444
- Mayer, R. E., Bove, W., Bryman, A., Mars, R. ve Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of educational psychology, 88(1), 64.
- Mayer, R. E., DeLeeuw, K. E. ve Ayres, P. (2007). Creating retroactive and proactive interference in multimedia learning. Applied Cognitive Psychology, 21(6), 795–809. doi:10.1002/acp.1350
- Mayer, R. E. ve Fiorella, L. (2014). Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles. The Cambridge Handbook of Multimedia Learning içinde , Cambridge Handbooks in Psychology (2nd Edition.). Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139547369.015 adresinden erişildi.
- Mayer, R. E., Heiser, J. ve Lonn, S. (2001). Cognitive Constraints on Multimedia Learning: When Presenting More Material Results in Less Understanding. Journal of Educational Psychology, 93(1), 187–98.
- Mayer, R. E. ve Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312–320. doi:10.1037/0022-0663.90.2.312
- Mayer, R. E., Moreno, R., Boire, M. ve Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of educational psychology, 91(4), 638.
- Mayer, R. E. ve Sims, V. K. (1994). For Whom Is a Picture Worth a Thousand Words? Extensions of a Dual-Coding Theory of Multimedia Learning. Journal of Educational Psychology, 86(3), 389–401.
- Moreno, R. ve Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117–125. doi:10.1037/0022-0663.92.1.117
- Moreno, R. ve Mayer, R. E. (2002). Learning Science in Virtual Reality Multimedia Environments: Role of Methods and Media. Journal of Educational Psychology, 94(3), 598–610.
- Naumann, J., Richter, T., Flender, J., Christmann, U. ve Groeben, N. (2007). Signaling in expository hypertexts compensates for deficits in reading skill. Journal of Educational Psychology, 99(4), 791.
- Ozcelik, E., Arslan-Ari, I. ve Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior, 26(1), 110–117. doi:10.1016/j.chb.2009.09.001
- Pociask, F. D. ve Morrison, G. R. (2008). Controlling split attention and redundancy in physical therapy instruction. Educational Technology Research and Development, 56(4), 379–399. doi:10.1007/s11423-007-9062-5
- Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216–237. doi:10.1016/j.edurev.2012.05.003
The Effect of Principles For Extraneous Processing In Multimedia Learning On Learners' Cognitive Load, Recall And Transfer Performance
Öz
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).
Anahtar Kelimeler
extraneous processing multimedia learning transfer of learning cognitive load recall
Kaynakça
- Austin, K. A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53(4), 1339–1354. doi:10.1016/j.compedu.2009.06.017
- Cierniak, G., Scheiter, K. ve Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, Including the Special Issue: State of the Art Research into Cognitive Load Theory, 25(2), 315–324. doi:10.1016/j.chb.2008.12.020
- Craig, S. D., Gholson, B. ve Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features and redundancy. Journal of educational psychology, 94(2), 428.
- de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P. ve Paas, F. (2010). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, Eye tracking as a tool to study and enhance multimedia learning, 20(2), 111–122. doi:10.1016/j.learninstruc.2009.02.010
- Doolittle, P. E. ve Altstaedter, L. L. (2009). The Effect of Working Memory Capacity on Multimedia Learning: Does Attentional Control Result in Improved Performance? Journal of Research in Innovative Teaching, 2(1).
- Ginns, P. (2006). Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects. Learning and Instruction, 16(6), 511–525. doi:10.1016/j.learninstruc.2006.10.001
- Harp, S. F. ve Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of educational psychology, 90(3), 414. Johnson, C. I. ve Mayer, R. E. (2012). An eye movement analysis of the spatial contiguity effect in multimedia learning. Journal of Experimental Psychology: Applied, 18(2), 178–191. doi:10.1037/a0026923
- Kester, L., Kirschner, P. A. ve Merriënboer, J. J. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British journal of educational psychology, 75(1), 71–85.
- Kuzu, A. (2017). Çoklu Ortam Uygulamalarının Kuramsal Temelleri. Ö. Ö. Dursun ve F. Odabaşı (Ed.), Çoklu Ortam Tasarımı içinde (3. Baskı., ss. 2–38). Ankara: Pegem Akademi Yayıncılık.
- Mautone, P. D. ve Mayer, R. E. (2007). Cognitive aids for guiding graph comprehension. Journal of Educational Psychology, 99(3), 640–652. doi:10.1037/0022-0663.99.3.640
- Mayer, R. (2014a). Introduction to Multimedia Learning. R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning içinde (Second Edition., ss. 1–24). New York, NY, USA.
- Mayer, R. (2014b). Cognitive Theory of Multimedia Learning. R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning içinde (Second Edition., ss. 43–72). New York, NY, USA.
- Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. doi:10.1111/jcal.12197
- Mayer, R. E. ve Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84(4), 444–452. doi:10.1037/0022-0663.84.4.444
- Mayer, R. E., Bove, W., Bryman, A., Mars, R. ve Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of educational psychology, 88(1), 64.
- Mayer, R. E., DeLeeuw, K. E. ve Ayres, P. (2007). Creating retroactive and proactive interference in multimedia learning. Applied Cognitive Psychology, 21(6), 795–809. doi:10.1002/acp.1350
- Mayer, R. E. ve Fiorella, L. (2014). Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles. The Cambridge Handbook of Multimedia Learning içinde , Cambridge Handbooks in Psychology (2nd Edition.). Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139547369.015 adresinden erişildi.
- Mayer, R. E., Heiser, J. ve Lonn, S. (2001). Cognitive Constraints on Multimedia Learning: When Presenting More Material Results in Less Understanding. Journal of Educational Psychology, 93(1), 187–98.
- Mayer, R. E. ve Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312–320. doi:10.1037/0022-0663.90.2.312
- Mayer, R. E., Moreno, R., Boire, M. ve Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of educational psychology, 91(4), 638.
- Mayer, R. E. ve Sims, V. K. (1994). For Whom Is a Picture Worth a Thousand Words? Extensions of a Dual-Coding Theory of Multimedia Learning. Journal of Educational Psychology, 86(3), 389–401.
- Moreno, R. ve Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117–125. doi:10.1037/0022-0663.92.1.117
- Moreno, R. ve Mayer, R. E. (2002). Learning Science in Virtual Reality Multimedia Environments: Role of Methods and Media. Journal of Educational Psychology, 94(3), 598–610.
- Naumann, J., Richter, T., Flender, J., Christmann, U. ve Groeben, N. (2007). Signaling in expository hypertexts compensates for deficits in reading skill. Journal of Educational Psychology, 99(4), 791.
- Ozcelik, E., Arslan-Ari, I. ve Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior, 26(1), 110–117. doi:10.1016/j.chb.2009.09.001
- Pociask, F. D. ve Morrison, G. R. (2008). Controlling split attention and redundancy in physical therapy instruction. Educational Technology Research and Development, 56(4), 379–399. doi:10.1007/s11423-007-9062-5
- Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216–237. doi:10.1016/j.edurev.2012.05.003
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 27 Aralık 2017 |
| Yayımlandığı Sayı | Yıl 2017 Cilt: 1 Sayı: 1 |
