Olivia Foy

Annotated Bibliography Module 10

Annotated Bibliography for Module 10

Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 449-463). New

York: Cambridge.

This chapter from Johnson and Priest focuses on the effect of feedback on multimedia.

The text starts out explaining the difference between corrective feedback and explanatory

feedback. It has been proven through scientific research that feedback is better for

students when it is given as explanatory feedback. If students only have corrective

feedback, they have to try to determine the reasoning behind why an answer is right or

wrong, a step that is not always easy for students lacking much needed prior knowledge.

If the student is provided with explanatory feedback, this allows them to understand the

purpose behind the problem as well as make connections to future questions. As

mentioned in the text, this will also help them to problem-solve more challenging

scenarios. It was also mentioned that feedback should promote cognitive thinking and

limit extraneous processing. The students should be able to consider the whole sequence

of the steps involved in solving a problem in order to build connections instead of

experiencing feedback for each section as it does not link together for them to receive the

big picture of the scenario. Finally, feedback should be presented based on the learner’s

abilities and prior knowledge to ensure understanding. Feedback has always been better

with spoken text than written feedback as expressed according to the modality principle.

Explanatory feedback would not be as effective with expert learners in the field being

taught as it would for novice learners.

#2 Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer

(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 487-512). New York:

Cambridge

This chapter focuses on learner control in multimedia learning. Learner control is based

on the idea of students being in control of not only the pace of their learning, such as

navigating a presentation while reading, but also the format in which the classroom

instruction is presented. This helps to ensure student engagement while also promoting

learning on their ability level. A topic that was discussed in the text is the term

hypermedia which utilizes the use of hypertext to display content using navigation that is

accessed based on the reader when the link is clicked. This proves control over not only

the information in the text but also the instruction that is given when using the links as

well. Learner control could include sequencing information, selecting effective content to

review, or the format in which the information is presented. Even though learner control

can be beneficial in providing options for learning, too many choices and hyperlinks can

cause the learner to lose track of important information and topics that are originally the

focus of the presentation. However, it is especially helpful for those students who already

have prior knowledge in the topic being discussed as they can navigate ahead to only the

information that they need.

#3 Moreno, R., & Mayer, R. E. (2005). Role of Guidance, Reflection, and Interactivity in an

Agent-Based Multimedia Game. Journal of Educational Psychology, 97(1), 117-128.

In this article, the authors focused on the effects of guidance and reflection in multimedia

activities and how they help the learner focus on the task at hand. By having students
Olivia Foy
Annotated Bibliography Module 10
EDIT 720*D1
July 31, 2022

pick a response and then provide an explanation for their reasoning, this allows the

student to access their prior knowledge and build upon their understanding to

problem-solve and create a reasonable solution. If the learner is not able to provide an

explanation for their decision, then there may be a lack of comprehension involved in the

content at hand and the learner may need to review the information again. Just as

important as it is for the learner to explain their reasoning, it is just as crucial for when

the games and simulations present feedback on the learner’s response, that explanations

are also provided detailing why the answer is right or wrong in order for the learner to

better understand what the problem was asking and apply that same reasoning to future

scenarios. Instructional designers must provide opportunities for the learner to make

connections with the multimedia resources provided and the cognitive processes gained

from interacting with them. Only by incorporating new information with existing prior

knowledge, will the student be able to retain the instruction being taught. As expressed in

the three experiments discussed in the article, guidance does play a key role in

multimedia games and simulations.

#4 Kalyuga, S. (2007). Enhancing Instructional Efficiency of Interactive E-learning

Environments: A Cognitive Load Perspective. Educational Psychology Review, 19,

387-399.

In this article, cognitive load is described as well as its effects on learning. Cognitive load

connects mainly with the working memory and long-term memory in reference to seeking

stored information to integrate with current knowledge being taught to solve a problem.

Since our working memory can only handle so many chunks of information at a time, our
Olivia Foy
Annotated Bibliography Module 10
EDIT 720*D1
July 31, 2022

cognitive load is limited and therefore is capable of being overloaded in certain

situations. As expressed in the text, to handle this load of information, there are structures

in the long-term memory that monitors processes and attention toward associated groups

of learning content. Our schema is continuously adapting to incorporate incoming new

information. It is easier to rely on existing knowledge structures in order to complete a

task before seeking new information and lessen the chances of cognitive overload.

Experts in content have the ability over novice learners to solve problems as the content

has been practiced so much in their minds that it has become almost automatic, therefore

needing less working memory control. The type of instructional method to be used

depends on the learner’s expertise in the field. If the learner already has enough

background knowledge to implement the task at hand, extensive guidance is no longer

necessary as it would be a learner with no prior knowledge in that area. However, if the

task becomes complex, it may require more cognitive load regardless of the existing

schema. When cognitive load is established to be effective in learning, then it becomes

essential or germane cognitive load.