Chapter 14 – Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles

Extraneous Processing

 cognitive activities that learners engage in which are irrelevant to the instructional goal (Examples: being distracted by unnecessary sounds or graphics, failing to focus on essential information, or spending time trying to connect unrelated pieces of information)  When instructional design leads to extraneous processing, it can impede learning

Cognitive Theory of Multimedia Learning

 learners have limited processing capacity. They must use this capacity to select important information, organize it in working memory, and integrate it with their existing knowledge. Excessive extraneous processing can overwhelm learners, leaving insufficient cognitive resources for essential processing tasks.

Goal of Multimedia Design

 minimize extraneous processing (By doing so, cognitive resources are freed up, allowing learners to engage more effectively in active sensemaking, which involves selecting, organizing, and integrating information)

Coherence Principle

Multimedia lessons should avoid including irrelevant information to prevent distractions and enhance learning outcomes.

Signaling Principle

Providing cues or signals within multimedia content helps direct learners' attention to key information and improves comprehension.

Redundancy Principle

Presenting the same information through multiple modalities can overload cognitive resources and hinder learning.

Spatial Contiguity Principle

Integrating text with corresponding graphics spatially aids in understanding by reducing the cognitive load of searching for connections.

Temporal Contiguity Principle

Simultaneous presentation of spoken words and visuals enhances learning by reducing cognitive processing demands and facilitating meaningful associations.