PSYCHOLOGICAL PRINCIPLES OF ICT ENABLED LEARNING
PSYCHOLOGICAL PRINCIPLES OF ICT ENABLED LEARNING
While designing Power Point presentations, developing an online course, you may need to reconsider how you will get the students to engage with the material without much traditional face-to-face interaction. When we watch images, presentations, videos or animations, we find some of the material helps in better retention. You must be curious to know what makes this difference and how to make use of ICT to get better results, to help the students to learn in an effective way and help them to retain the learned material
Cognitive Load Theory
Cognitive theories of multimedia learning (CTML) have been advanced by the work of Richard Mayer and other cognitive researchers who propose that multimedia supports the way that our brains function in learning. Multimedia design for learning draws on cognitive research as a basis for decision making in the development of learning resources that combine words, images, and animations. However, this is only one body of evidence and questions are emerging from practice for further research.
Richard Mayer’s Cognitive Theory of Multimedia Learning consists of three main assumptions:
1. There are two separate channels for processing information: auditory(music, voiceover) and visual(like images, animations, text, and videos).
2. There is a limited channel capacity.
3. Learning is an active process of filtering, selecting, organizing, and integrating information.
Based on these assumptions, there are 14 psychological principles of creating any e- content or multimedia which is important aspect of ICT.
PSYCHOLOGICAL PRINCIPLES OF USING ICT IN EDUCATION
1. Multimedia Principle:
People learn better when texts and pictures are presented together rather than from words alone.
People learn better when images/texts or labeled images are presented as narration rather than reading a lengthy on-screen texts.
3. Redundancy Principle:
People learn better when images or labeled images are presented as narration rather than as both narration and on screen text.
4. Spatial Contiguity Principle:
People learn better when corresponding text and pictures/animations are presented near rather than far from each other in time or on the screen.
People learn better when corresponding narration and images/animations are presented simultaneously rather than successively.
6. Coherence Principle:
People learn better when extraneous narration, sounds, images, and videos are excluded rather than included.
7. Interactivity Principle:
People learn better when audience are allowed to control the pace of the presentation rather than continuous presentation.
8. Signaling Principle:
People learn better when the presentation include word/voice signals that cue the presentation organization rather than without signals .
9. Segmenting Principle:
People learn better when a multimedia lesson is presented in learner paced segments rather than as a continuous lesson.
10. Pre-training principle:
People learn better from a multimedia lesson when they receive pre-training on each component of the lesson (terms and characteristics of the main concept) rather than without any pre-training.
11. Personalization Principle:
People learn better when texts are presented in conversational style rather than in formal style.
12. Voice Principle:
People learn better when words are spoken in a standard-accented human voice rather than in a machine voice or in foreign-accented human voice.
13. Image Principle:
People do not necessarily learn better or probably undesirable to have a multimedia lesson which include the speaker’s image on the same screen.
14. Individual Differences Principle:
Design effects are more effective for low-knowledge learners rather than for high- knowledge learners regarding the relationship between texts, images, animations or sound in a multimedia presentation.
Let us sum up
If you are designing a video, animation, textbook, ebook, powerpoint presentation, or online lesson applying these multimedia principles will improve the learning experience. De Jong (2010) highlights three main recommendations that cognitive load theory has contributed to the field of instructional design:
· present material that aligns with the prior knowledge of the learner (intrinsic load)
· avoid non-essential and confusing information (extraneous load),
· stimulate processes that lead to conceptually rich and deep knowledge (germane load)
"These cognitive load processes occur simultaneously in working memory, are limited in capacity, and can only occur at the expense of the other two. If true, this creates important considerations for multimedia learning."(Sorden, 2012).
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