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Understanding Extraneous Processing Overload, Extraneous Material, and Extraneous Processing
Understanding Extraneous Processing Overload, Extraneous Material, and Extraneous Processing
How can we reduce extraneous processing?
How can we reduce extraneous processing?
Mayer explored five principles for reducing extraneous processing
Mayer explored five principles for reducing extraneous processing
Coherence
Delete extraneous words, sounds, or graphics
Signaling
Highlight essential words or graphics
Redundancy
Delete redundant captions from narrated animation
Spatial Contiguity
Place essential words next to corresponding graphics on the screen or page
Temporal Contiguity
Present corresponding words and pictures simultaneously
1. Coherence Principle
1. Coherence Principle
People learn better when extraneous material is excluded rather than included.
The coherence principle can be broken into
three complementary versions:
(1) Learning is improved when interesting but irrelevant words and pictures are excluded from a multimedia presentation
(2) learning is improved when interesting but irrelevant sounds and music are excluded from a multimedia presentation; and
(3) learning is improved when unneeded words and symbols are eliminated from a multimedia presentation.
Burgess, J. [@jmburges]. (2021, April 19). "Coherence Principle"
2. Signaling Principle
2. Signaling Principle
People learn better when cues that highlight the organization of the essential material are added.
The instructor’s job is not just to present the essential information, but also to help guide the way the learner processes the presented information.
Signaling can help guide what the learner pays attention to and can help the learner to mentally organize the key material.
Extraneous material has the potential to divert the learner's attention, leading them to engage in cognitive processing during learning that does not align with the intended learning goal.
Venngage. (n.d.). Photographic Major Dog Breed Groups Bubble Map.
ResearchGate. (n.d.). Example of a Concept Map.
Imperato, M. (2009). Dogs I: Behavior and Restraint of Dogs.
Imperato, M. (2009). Dogs I: Behavior and Restraint of Dogs.
The remedy is to incorporate cues that guide the learner's focus toward the crucial material,
employing a technique known as signaling.
3. Redundancy Principle
3. Redundancy Principle
People learn better from graphics and narration than from graphics, narration, and printed text.
The multimedia explanations consist of concise narrated animations (or CNAs)
Concise refers to a focus on the essential steps in the process
Narrated refers to the words being presented as speech
Animations refers to the pictures being presented as an animation.
Redundancy Principle (1).movJaw-Dropping Facts. "What Your Dog's Sleeping Position Reveals About Their Personality, Health and Character" YouTube, 07 May. 2019
Redundancy Principle.movJaw-Dropping Facts. "Dogs' Body Language Explained" YouTube, 10 Dec. 2021
4. Spatial Contiguity Principle
4. Spatial Contiguity Principle
Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
Integrated Presentation: text is placed next to the illustration it describes
✔ Presenting related words and illustrations (or animations) in close proximity on the page or screen enhances learning more than presenting them at a distance from each other.
Separated Presentation: the text is presented on a different page than the illustrations
This statement conflicts with the predictions of the information-delivery theory, which assumes that:
❌ two separate presentations of the same material are better than one as the learner is essentially exposed to the same explanation twice.
5. Temporal Contiguity Principle
5. Temporal Contiguity Principle
Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
✔ If corresponding segments of narration and animation are synchronized and presented simultaneously, the learner is more likely to retain mental representations of both in working memory. Consequently, there is a greater likelihood of establishing mental connections between verbal and visual representations.
Temporal Contiguity.movTemporal Contiguity (2).mov❌ If corresponding sections of narration and animation are temporally separated, the learner is less likely to retain mental representations of both concurrently in working memory. As a result, there is a decreased likelihood of forming mental connections between verbal and visual representations.
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