A psychology literature study on modality related issues for multimodal presentation in crisis management

The motivation of this psychology literature study is to obtain modality related guidelines for real-time information presentation in crisis management environment. The crisis management task is usually companied by time urgency, risk, uncertainty, and high information density. Decision makers (crisis managers) might undergo cognitive overload and tend to show biases in their performances. Therefore, the on-going crisis event needs to be presented in a manner that enhances perception, assists diagnosis, and prevents cognitive overload. To this end, this study looked into the modality effects on perception, cognitive load, working memory, learning, and attention. Selected topics include working memory, dual-coding theory, cognitive load theory, multimedia learning, and attention. The findings are several modality usage guidelines which may lead to more efficient use of the user’s cognitive capacity and enhance the information perception

Cognitive load theory, educational research, and instructional design: some food for thought

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load

Exploration of concise redundancy in online multimedia learning

With the rapid growth of multimedia in education, the importance of investigating the effect of redundancy, repeating instructional messages to enhance conceptualization in instructional material design, is becoming more important. Various studies have been conducted recently regarding the effects of different forms of redundancy. A multimedia lesson presenting concurrent on-screen text, still graphics or animations, and narration is a typical setting in redundancy research. Concise redundancy is the revision of the on-screen text into a concise form which is presented to the learners concurrently with visualizations and narration. The purpose of this study was to investigate, while controlling for spatial ability, the effects of concise redundancy on students\u27 retention and confidence when learning with highly complex multimedia materials. In addition, the effects of animation or still graphics along with text redundancy were examined. No significant differences were found between the graphic presentations (animation or series of stills) and text redundancy groups (full, concise, or none) on retention or levels of confidence. When examining the results taking into account high and low spatial abilities, no significant differences were found in terms of different graphic presentation (animation or series of stills) and different text redundancy groups (full, concise, or none). However, in one condition, low spatial ability learners exhibited significantly higher levels of confidence than high spatial ability learners when learning with narrated static graphics and concise redundancy. The current study should provide further guidance for researchers who are interested in examining narrated multimedia lessons containing concise redundancy when comparing static graphics to animated graphics

Methodological issues in using sequential representations in the teaching of writing

This study looks at a specific application of Ainsworth’s conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student‐generated for a process‐writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re‐writing without feedback or re‐writing based on feedback where the teacher or peers will provide feedback on the original draft and then the students will revise their writing based on the feedback given. The objective was to explore how knowledge of students’ cognitive processes when using multiple organizers can inform the teaching of writing. The literature review analyzes the interaction of the design, function and task components of the framework; culminating in instructional approaches for using multiple organizers for classes with students of different writing abilities. Extended implications for designers of concept mapping tools based on these approaches are provided

What Principles of Multimedia Learning Do Language Instructional Designers Need to Know?

One of the trends in educational technology is multimedia. Instructional material designers or developers often ignore the principles of learning with multimedia in the creation of learning materials. Therefore, the aim of the given paper is to discuss the principles of multimedia learning material design to help students learn better. This includes Dual Coding Theory (DTC), Cognitive Load Theory (CLT), and Mayer‘s principles of multimedia design

Verbal redundancy in a procedural animation: On-screen labels improve retention but not behavioral performance

Multimedia learning research has shown that presenting the same words as spoken text and as written text to accompany graphical information hinders learning (i.e., redundancy effect). However, recent work showed that a “condensed” form of written text (i.e., on-screen labels) that overlaps with the spoken text, and thus is only partially redundant, can actually foster learning. This study extends this line of research by focusing on the usefulness of on-screen labels in an animation explaining a procedural task (i.e., first-aid procedure). The experiment had a 2 × 2 × 2 between-subject design (N = 129) with the factors spoken text (yes vs. no), written text (yes vs. no), and on-screen labels (yes vs. no). Learning outcomes were measured as retention accuracy and behavioral performance accuracy. Results showed that on-screen labels improved retention accuracy (but not behavioral performance accuracy) of the procedure, especially when presented together with spoken text. So, on-screen labels appear to be promising for learning from procedural animations

Multimedia: How to Combine Language and Visuals

In the last decade, advanced computer technology has allowed for development of information systems and learning environments that combine language with other forms of human communication in innovative ways. Language in the form of written texts, for example, can be combined not only with static pictures or graphs as in printed material, but also with animation or video

Investigating The Effectiveness Of Redundant Text And Animation In Multimedia Learning Environments

In multimedia learning environments, research suggests that simultaneous presentation of redundant text (i.e. identical narration and on-screen text) may inhibit learning when presented with animation at the same time. However, related studies are limited to testing with cause-and-effects content information (e.g., Moreno & Mayer, 1999, 2002). This study examined the effects of redundant text on learners\u27 memory achievement and problem solving ability. The study replicated and extended prior research by using descriptive, rather than cause-and-effect content information. The primary research questions were (a) does redundant text improve learning performance if learners are presented with instructional material that addresses subject matter other than cause-and-effect relationship? and (b) does sequential presentation of animation followed by redundant text help learning? To answer the research questions, five hypotheses were tested with a sample of 224 Taiwanese students enrolled in a college level Management Information System (MIS) courses at a management college in southern Taiwan. Statistically significant differences were found in memory achievement and problem solving test scores between simultaneous and sequential groups; while no statistically significant differences were found in memory achievement and problem solving test scores between verbal redundant and non-redundant groups. These results were supported by interviewees expressing difficulty in connecting animation and verbal explanation in the two sequential presentation groups. The interview responses also helped to explain why insignificant results were obtained when redundant and non-redundant verbal explanations with animation were presented simultaneously. In general, the results support previous research on the contiguity principle, suggesting that sequential presentations may lead to lower learning performance when animation and verbal explanation are closely related. The separation of the two types of information may increase cognitive load. In addition, the study found that impairment of redundant text was also affected by various learning characteristics, such as the structure of the instructional content and learners previous learning experiences. Recommendations for future study include: (a) research on various situations such as characteristics of the content, characteristics of learners, and difficulty of the instructional material that influences the effects of redundant text, and (b) research on prior learning experience that influences the effects of simultaneous redundant text presentations

The Utility Of Verbal Display Redundancy In Managing Pilot\u27s Cognitive Load During Controller-pilot Voice Communications

Miscommunication between controllers and pilots, potentially resulting from a high pilot cognitive load, has been a causal or contributing factor in a large number of aviation accidents. In this context, failure to communicate can be attributed, among other factors, to an inadequate human-system interface design, the related high cognitive load imposed on the pilot, and poor performance reflected by a higher error rate. To date, voice radio remains in service without any means for managing pilot cognitive load by design (as opposed to training or procedures). Such an oversight is what prompted this dissertation. The goals of this study were (a) to investigate the utility of a voice-to-text transcription (V-T-T) of ATC clearances in managing pilot\u27s cognitive load during controller-pilot communications within the context of a modern flight deck environment, and (b) to validate whether a model of variable relationships which is generated in the domain of learning and instruction would transfer , and to what extend, to an operational domain. First, within the theoretical framework built for this dissertation, all the pertaining factors were analyzed. Second, by using the process of synthesis, and based on guidelines generated from that theoretical framework, a redundant verbal display of ATC clearances (i.e., a V-T-T) was constructed. Third, the synthesized device was empirically examined. Thirty four pilots participated in the study – seventeen pilots with 100-250 total flight hours and seventeen with \u3e 500 total flight hours. All participants had flown within sixty days prior to attending the study. The experiment was conducted one pilot at a time in 2.5-hour blocks. A 2 Verbal Display Redundancy (no-redundancy and redundancy) X 2 Verbal Input Complexity (low and high) X 2 Level of Expertise (novices and experts) mixed-model design was used for the study with 5 IFR clearances in each Redundancy X Complexity condition. The results showed that the amounts of iii reduction of cognitive load and improvement of performance, when verbal display redundancy was provided, were in the range of about 20%. These results indicated that V-T-T is a device which has a tremendous potential to serve as (a) a pilot memory aid, (b) a way to verify a clearance has been captured correctly without having to make a Say again call, and (c) to ultimately improve the margin of safety by reducing the propensity for human error for the majority of pilot populations including those with English as a second language. Fourth, the results from the validation of theoretical models transfer showed that although cognitive load remained as a significant predictor of performance, both complexity and redundancy also had unique significant effects on performance. Furthermore, these results indicated that the relationship between these variables was not as clear-cut in the operational domain investigated here as the models from the domain of learning and instruction suggested. Until further research is conducted, (a) to investigate how changes in the operational task settings via adding additional coding (e.g., permanent record of clearances which can serve as both a memory aid and a way to verify a clearance is captured correctly) affect performance through mechanisms other than cognitive load; and (b) unless the theoretical models are modified to reflect how changes in the input variables impact the outcome in a variety of ways; a degree of prudence should be exercised when the results from the model transfer validation are applied to operational environments similar to the one investigated in this dissertation research