PROBLEM 3: TECHNOLOGY AND LEARNING
THEORIES IN ALL THE ARTICLES
Arousal theory: holds that adding entertaining auditory adjuncts will make the learning task more
interesting and thereby increase the learner's overall level of arousal (leading to increased attention).
INCORRECT
Coherence theory: when giving multimedia explanation, use few rather than many extraneous words
and pictures. CORRECT
Cognitive load theory: instructional messages should be designed in ways that minimize the chances
of overloading the learner’s cognitive system. CORRECT
Dual coding theory: visual and verbal materials are processed in different processing systems.
CORRECT
Cognitive load theory: processing capacities of visual and verbal working memories (or information-
processing channels) are severely limited. CORRECT
Constructivist learning theory: meaningful learning occurs when learners actively select relevant
information, organize it into coherent representations, and integrate it with other knowledge.
CORRECT
Redundancy effect: two sources of information at once causes overload. CORRECT
Split-attention hypothesis: adding redundant text hurts student learning of a multimedia
explanation. CORRECT
Information delivery hypothesis: two ways of presenting words are better than one. INCORRECT
Redundancy principle: when making a multimedia presentation consisting of a narrated animation,
don’t add on-screen text that duplicates words that are already spoken in narration. CORRECT
Coherence effect: inserted video and narration activate inappropriate prior knowledge. CORRECT
Emotional interest hypothesis: adding interesting details to a passage increases overall arousal and
therefore results in more learning overall.. INCORRECT
Seductive details hypothesis: students try harder to understand material when the material is
presented in a way that highlights the underlying conceptual structure. CORRECT
Coherence principle: students understand a multimedia explanation more deeply when interesting
but conceptually irrelevant video and narration are excluded rather than included. CORRECT
Bottle neck theory: CORRECT.
RESULTS FROM EACH AR TICLE
A COHERENCE EFFECT IN MULTIMEDIA LEARNIN G (MORENO & MAYER)
They tested if adding bells and whistles (background music and/or sounds) would improve the quality of a
multimedia instructional message. For some students, the authors added background music (Group NM),
sounds (Group NS), both (Group NSM), or neither (Group N).
On tests of retention and transfer, groups receiving music performed worse than groups not receiving
music; and groups receiving sounds performed worse (only in Experiment 2) than groups not
receiving sounds.
The more relevant and integrated sounds are, the more they will help students' understanding of the
materials (better transfer and retention).
THEORIES IN ALL THE ARTICLES
Arousal theory: holds that adding entertaining auditory adjuncts will make the learning task more
interesting and thereby increase the learner's overall level of arousal (leading to increased attention).
INCORRECT
Coherence theory: when giving multimedia explanation, use few rather than many extraneous words
and pictures. CORRECT
Cognitive load theory: instructional messages should be designed in ways that minimize the chances
of overloading the learner’s cognitive system. CORRECT
Dual coding theory: visual and verbal materials are processed in different processing systems.
CORRECT
Cognitive load theory: processing capacities of visual and verbal working memories (or information-
processing channels) are severely limited. CORRECT
Constructivist learning theory: meaningful learning occurs when learners actively select relevant
information, organize it into coherent representations, and integrate it with other knowledge.
CORRECT
Redundancy effect: two sources of information at once causes overload. CORRECT
Split-attention hypothesis: adding redundant text hurts student learning of a multimedia
explanation. CORRECT
Information delivery hypothesis: two ways of presenting words are better than one. INCORRECT
Redundancy principle: when making a multimedia presentation consisting of a narrated animation,
don’t add on-screen text that duplicates words that are already spoken in narration. CORRECT
Coherence effect: inserted video and narration activate inappropriate prior knowledge. CORRECT
Emotional interest hypothesis: adding interesting details to a passage increases overall arousal and
therefore results in more learning overall.. INCORRECT
Seductive details hypothesis: students try harder to understand material when the material is
presented in a way that highlights the underlying conceptual structure. CORRECT
Coherence principle: students understand a multimedia explanation more deeply when interesting
but conceptually irrelevant video and narration are excluded rather than included. CORRECT
Bottle neck theory: CORRECT.
RESULTS FROM EACH AR TICLE
A COHERENCE EFFECT IN MULTIMEDIA LEARNIN G (MORENO & MAYER)
They tested if adding bells and whistles (background music and/or sounds) would improve the quality of a
multimedia instructional message. For some students, the authors added background music (Group NM),
sounds (Group NS), both (Group NSM), or neither (Group N).
On tests of retention and transfer, groups receiving music performed worse than groups not receiving
music; and groups receiving sounds performed worse (only in Experiment 2) than groups not
receiving sounds.
The more relevant and integrated sounds are, the more they will help students' understanding of the
materials (better transfer and retention).
