An Empirical Study of Optimizing Cognitive Load in Multimedia Integrated English Teaching

Xiaoning WANG

Abstract


Cognitive load is one of the important factors influencing complex learning. The article introduces relevant research in optimizing cognitive load in multimedia learning at abroad and in China. Results of the empirical study of the instructional design in the multimedia Integrated English show that the means of all the scores in the tests and the number of the students who pass the TEM-4 in the experimental group are higher than those in the control group, among which significant differences can be found in Cloze, Vocabulary and Structure Reading Comprehension, Paraphrasing and Total Score between the experimental group and the controlled group whereas no significant differences exist in their average score in Translation and Writing. The study indicates that optimizing cognitive load in the multimedia learning facilitates improving English learning efficiency. 


Keywords


multimedia English learning; extraneous cognitive load; intrinsic cognitive load; germane cognitive load; optimization

Full Text:

PDF

References


Carroll, W. L. (1999). Psychology of language (3rd ed.). Brooks: Cole Publishing Company.

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, (8), 29-332.

Clark, R., Nguyen, F., & Sweller, J. (2003). Efficiency in Learning: Evidence-based guidelines to manage cognitive load. Pfeiffer Progress: San Francisco.

Cook, C. G. (1990). Cognitive load theory as an aid for instructional design. Australian Journal of Educational Technology, (6), 108-113.

Gerets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science, (32), 33-58.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, (77), 81-112.

Kester, L., Lehnen, C., & van Gerven, P. W. M., et al. (2006). Just-in-time, schematic supportive Information presentation during cognitive skill acquisition. Computers in Human Behavior, 22(l), 93-112.

Lee, H.-J. Plass, J. L., & Homer, B. D. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 98(4), 902-913.

Liu, L. D. (2006). Cognitive load theory and its application in the foreign language instructional design. Language Teaching and Research, (2), 73-80.

Lu, Z. ( 2003). Cognition and the multimedia foreign language instructional design. Foreign Education, (4), 47-50.

Mayer, R. E,. & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, (12), 107 -119.

Mayer, R. E,. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, (38), 43-52.

Mayer, R. E. (2001). Multimedia Learning. New York, NY: Cambridge University Press.

Mayer, R. E. (2005a). Principles for managing essential cognitive processing in multimedia learning: Segmenting, pre-training, and modality principles. In. R. E. Mayer (Eds.), Cambridge handbook of multimedia learnin. New Yor, NY: Cambridge University Press.

Mayer, R. E. (2005b). Principle for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E Mayer (Ed), Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.

Mayer, R. E., & Moreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. In J. L Plass, R, Moreno, & R. Brünken (Ed.), Cognitive load theory . New York, NY: Cambridge University Press.

Miller, G. A.(XXXX). The magic number seven plus or minus two: Some limits on our capacity for processing information. Psychological Review, (63), 81-97.

Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organizing pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development, (53), 35-45.

Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, (91), 358-368.

Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: the case of minimizing irrelevant sounds in the design of multimedia instructional message. Journal of Educational Psychology, 92(1), 117-125.

Nan, J. (2007). Selective integration of linguistic knowledge in adult second language learning. Language Learning, 57(1), 1-34.

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive Load theory and instructional design: Recent developments.. Educational Psychologist, 38, 1-4.

Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1-8.

Pass, F. G. W. C., & van Merriёnboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122-123.

Peterson, L., & Peterson, M. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, (58), 193-198.

Renkl, A., Atkinson, R. K., & Grobe C. S. (2004). How fading worked solution step works—A cognitive load perspective. Instructional Science, (32), 59-82.

Seufert, T., & Brünken, R. (2006). Cognitive load and the format of instructional aids for coherence formation. Applied Cognitive Psychology, (20), 321-331.

Smith, S. M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, (15), 165-179.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, (12), 257-285.

van Merriёnboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, (17), 147-177.

van Patten, B. (1996). Input Processing and Grammar Instruction: Theory and Research. Noiwood, NJ: Ablex Publishing Corporation.




DOI: http://dx.doi.org/10.3968/n

Refbacks

  • There are currently no refbacks.


Copyright (c)




Share us to:   


Reminder

How to do online submission to another Journal?

If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.


We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; sll@cscanada.net; sll@cscanada.org

 Articles published in Studies in Literature and Language are licensed under Creative Commons Attribution 4.0 (CC-BY).

 STUDIES IN LITERATURE AND LANGUAGE Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada. 
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mailoffice@cscanada.net; office@cscanada.org; caooc@hotmail.com

Copyright © 2010 Canadian Academy of Oriental and Occidental Culture