Coherence principle haynes.nolen

• 1. Chapter 8 Coherence Principle Tara Haynes Tomeka Nolen

2. Objective To have our audience leave our presentation with a clear understanding of the definition of the coherence principle and how they can effectively apply the coherence principle to a presentation. 3. Coherence Principle Guideline #1 Avoid e-Lessons with Extraneous Audio According to the Cognitive Theory of Multimedia, the capacity of human memory is very limited. It predicts that adults will learn more deeply from multimedia presentations which do not contain extraneous sound. However, music can be used at the beginning of the course to make the learner focus on the course and right and wrong sounds can also be used in internal assessments. 4. Psychology The cognitive system can be disrupted and overloaded by the addition of music and sounds to multimedia presentations. When learners are forced to pay attention to sounds and music, they are unable to give their full attention to the narration. The learner experiences a decrease in their understanding and overall learning. 5. Evidence Multiple studies show a decrease in learning when extraneous audio is present: 1) Moreno and Mayer (2000a) Retention and transfer decreased when music or environmental sounds were added to a narrated presentation. 2) Knez and Hygge (2002) Recall of text ideas reduced when reading takes place with irrelevant background conversation. 3) Ransdell and Gilroy (2001) Writing fluency can be disrupted by vocal and instrumental music. 6. Supporting the guideline PLEASE LISTEN TO SOME MUSIC BEFORE WE START THE INTRODUCTION Introduction to the Solar System 7. Solar System The Solar System is made up of all the planets that orbit our Sun. In addition to planets, the Solar System also consists of moons, comets, asteroids, minor planets, and dust and gas. Everything in the Solar System orbits or revolves around the Sun. The Sun contains around 98% of all the material in the Solar System. The larger an object is, the more gravity it has. Because the Sun is so large, its powerful gravity attracts all the other objects in the Solar System towards it. At the same time, these objects, which are moving very rapidly, try to fly away from the Sun, outward into the emptiness of outer space. The result of the planets trying to fly away, at the same time that the Sun is trying to pull them inward is that they become trapped half-way in between. Balanced between flying towards the Sun, and escaping into space, they spend eternity orbiting around their parent star. Violating the guideline 8. Coherence Principle Guideline #2 Avoid e-Lessons with Extraneous Graphics This principle states that adult learners may want mental structures or images of course content as they read the content on-screen. An image placed in the course should complement learner's thinking processes and not distract learners. 9. Psychology The usage of extranteous graphics can prevent the learner from processing the essential information. Harp and Mayer (1998) believe that extraneous pictures interfere with learning in three ways: 1) Distraction draws the learners attention away from relevant material 2) Disruption prevents the building of appropriate links between pieces of relevant material 3) Seduction uses inappropriate existing knowledge to organize the incoming content 10. Evidence Mayer, Heiser, and Lonn (2001) found that inserting irrelevant graphics and videos result in less understanding. Harp & Mayer (1997) found this to be true even with a paper-based medium. To expand on this guideline, it is recommended that simpler, less detailed graphics be used to improve students performance. 11. Supporting the guideline A school bus is a vehicle used for transporting children to or from school or on activities connected with school 12. Violating the guideline A school bus is a vehicle used for transporting children to or from school or on activities connected with school 13. Coherence Principle Guideline #3 Avoid e-Lessons with Extraneous Words This principle states that simple, basic and concise on-screen text helps learning. Therefore, we should avoid using long phrases and sentences and instead help the learner by using sounds sparingly, adding complementary images and simple and concise on-screen content. 14. Psychology There are 3 general purposes for the addition of extra words: 1) Interest related to the topic, but not the primary instructional goal. 2) Expand on Key Ideas adds information that is not necessary to relay the key idea. 3) Add Technical Ideas generally go beyond the key ideas of the lesson 15. Evidence According to Lehman, Schraw, McCrudden, and Hartley (2007), students viewing multimedia lessons with interesting and/or seductive details added spent less time on the relevant text and recalled less of it. In multiple studies, students given a summary of a passage performed better on retention and transfer tests than students who were provided the full passage. 16. Supporting the guideline Coherence Principle People learn better when extraneous words, pictures, and sounds are excluded rather than included. 17. Violating the guideline Coherence Principle People learn better when extraneous words, pictures, and sounds are excluded rather than included. 0 20 40 60 80 0 50 100 150 200 1/5/2002 Volume High Low Close 18. Comprehension Questions 1. What are the three guidelines that support the coherence principle? 2. Does the coherence principal apply to all learners and all situations? 3. How can the instructor ensure that they are following this principle? 19. Flow Chart Coherence Principle Avoid e-Lessons with Extraneous Audio Psychology that supports guideline Evidence Support Each Guideline Example violating the guidelines Avoid e-Lessons with Extraneous Graphics Psychology that supports guideline Evidence Support Each Guideline Example supporting the guideline Avoid e-Lessons with Extraneous Words Psychology that supports guideline Evidence Support Each Guideline 2 comprehension questions