implications
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implications [2011/08/31 11:56] jpetrovic [Instructional design principles] |
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| - Modality principle - learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation. [[learning_theories:Cognitive load theory]] | - Modality principle - learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation. [[learning_theories:Cognitive load theory]] | ||
| - | - Redundancy principle - capacity of both human information channels can unnecessarily be overloaded by redundant information presented through both channels. | + | - Redundancy principle - capacity of both human information channels can unnecessarily be overloaded by redundant information presented through both channels. [[learning_theories:Cognitive load theory]] |
| - | - Spatial contiguity principle - information processing is easier when two related visual information sources are closer to one other. | + | - Spatial contiguity principle - information processing is easier when two related visual information sources are closer to one other. [[learning_theories:Cognitive load theory]] |
| - | - Temporal contiguity principle - simultaneous presentation of related information should be most similar to the way human mind operates and has provided good experimental results, same as presenting related multi-modal information with very short time differences. | + | - Temporal contiguity principle - simultaneous presentation of related information should be most similar to the way human mind operates and has provided good experimental results, same as presenting related multi-modal information with very short time differences. [[learning_theories:Cognitive load theory]] |
| - | - Coherence principle - extraneous material that may be interesting or motivating but is irrelevant and generally wastes learning resources. | + | - Coherence principle - extraneous material that may be interesting or motivating but is irrelevant and generally wastes learning resources. [[learning_theories:Cognitive load theory]] |
| - | - Individual differences principle - emphasizes influence of prior knowledge and cognitive capacity to results of learning. | + | - Individual differences principle - emphasizes influence of prior knowledge and cognitive capacity to results of learning. [[learning_theories:Cognitive load theory]] |
| - | - Signaling effect - presents the increase in the learning outcomes due to promotion of attention to relevant information. | + | - Signaling effect - presents the increase in the learning outcomes due to promotion of attention to relevant information. [[learning_theories:Cognitive load theory]] |
| - | - Segmenting effect - means that learning should be more efficient if a continued animation or narration could be split into more smaller parts. | + | - Segmenting effect - means that learning should be more efficient if a continued animation or narration could be split into more smaller parts. [[learning_theories:Cognitive load theory]] |
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
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