Extraneous Processing Overload
Extraneous Processing Overload
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The cognitive processing needed for the material is taxing due to the overload of presented content that is not needed to support learning goals.
Extraneous Material
Extraneous Material
These are parts of the material that are not necessarily needed or irrelevant information in order to achieve instructional goals. They can also be due to the complex layout of the reading material that resulted in it being confusing to its readers.
- The Coherence Principle
This principle states that the inclusion of distracting material such as decorative graphics that overshadows the content and additional information that are irrelevant to the topic are some of the few examples that we should avoid when creating learning materials.
2. The Signaling Principle
2. The Signaling Principle
Reading a long body of text can be overwhelming to readers and forget about the important ideas of the material due to the immense information presented. The signaling principle suggests directing the attention of the readers to these key details that they should focus on can help them know the most important part of the text presented.
3. The Redundancy Principle
3. The Redundancy Principle
This principle suggests that using narration, text, and graphics all at once will overwhelm the learners as their attention is divided to each modality used. Instead of using all three at once, include only narration and visuals (or narration and text) to avoid the overload of information presented.
4. The Spatial Contiguity Principle
4. The Spatial Contiguity Principle
As the name suggests, space between the text and visual is important as separating them would lead to cognitive load. Making connected text and visuals close together will help in processing and deciphering meaning easier for the learners to achieve learning goals.
5. The Temporal Contiguity Principle
5. The Temporal Contiguity Principle
This principle suggests that corresponding text and visuals should be presented simultaneously rather than successively. This will help in achieving deep learning as the information in the working memory is held at the same time instead and the trail of thought is not interrupted nor delayed.
Making things simple, concise, and straightforward can reduce distracting information that is irrelevant to achieving learning goals using multimedia instruction.
Making things simple, concise, and straightforward can reduce distracting information that is irrelevant to achieving learning goals using multimedia instruction.
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