Evaluating and Identifying Online Resources

 

Are you intrigued by all the decorative animated GIFs that are designed to make content more interesting? Have you ever thought about whether or not they enhance or distract from the learning? This week, I have been studying the brain and learning and decided to look further into how new technology such as GIFs may affect learning. I focused on two specific details, decorative animation, and instructional order, within the immense topic of how the brain learns best to understand the effects on the cognitive load of the learner.

 

Decorative animations impair recall and are a source of extraneous cognitive load by Annabel Pink and Philip M. Newton

 

The authors have reviewed that the brain’s working memory has a limited capacity for processing new information in real-time and cognitive load theory pursues reducing unnecessary loads on working memory to avert overwhelming it (Pink & Newton, 2020). Interestingly, this study found that recalling STEM (science, technology, engineering, and mathematics) content was reduced when decorative animations were used, implying that they are a cause of extraneous cognitive load. In contrast, other studies (Mayer & Moreno, 2002) found that educational animations were linked to improved learning and retention. Therefore, it appears that a distinction between the effects of decorative versus educational animations needs to be carefully made. The authors wrapped up by advising that animations should only be used when they are prominently the focal point of the instruction and not for visual enrichment alone (Pink & Newton, 2020).

 

Instruction, example order, and student learning: reducing extraneous cognitive load by providing structure for elaborated examples by San Bolkan & Alan K. Goodboy

 

Another way to consider lowering the cognitive load is in the planning of the order of instructional delivery. This study presented that there is evidence that the order of instruction as far as teaching concrete and abstract examples of a concept does matter to learner outcomes. They argue that beginning with general, abstract definitions before providing concrete examples benefits the learner by placing less of a burden on working memory. Abstract definitions can act as an organizational cue or signal that allows the learner to better process the concrete examples that succeed. Learners can create schemas to categorize and understand concrete examples. These results contradict previous research (e.g., Ching & Wu, 2019; Fyfe et al., 2015; Goldstone & Son, 2015). The nature of the conflicting results may involve the idea that teaching with varying types of concreteness can lead to different outcomes. Also, the diverse content material may affect results. For example, beginning with concrete examples and fading may work better for some math concepts. The authors conclude that “teachers who help their students structure and organize incoming information may help them better understand and retain their lessons by reducing their extraneous cognitive burden and increasing their capacity to engage in meaningful learning activities” (Bolkan & Goodboy, 2020, p. 313).

Significance

Both of these studies were published in educational journals including Advances in Physiology Education and Communication Education. By reading educational journals, instructional designers benefit from keeping informed about how new technologies may affect learner outcomes. They may also take the time to consider not only the content sequence but the order of instruction and how that too substantially impacts learning. Both articles discuss related future areas of research needed, thus bringing awareness about future advances.

 

References

Pink, A., & Newton, P.M. (2020). Decorative Animations Impair Recall and Are a Source of Extraneous Cognitive Load. Advances in Physiology Education, 44(3), 376-382.

Bolkan, S.; Goodboy, A.K. Instruction, Example Order, and Student Learning: Reducing Extraneous Cognitive Load by Providing Structure for Elaborated Examples. Communication Education, [s.l.], v. 69, n.3, p. 300-316, 2020. Disponivel em: https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=treu&db=eric&AN=EJ1260813&site=eds-live&scope=site. Acesso em: 20 maio. 2021.