the psychology of learning and motivation - Percepts and Concepts ...

Applying the Science of Learning to Multimedia Instruction 89[(Figure_2)TD$FIG]Figure 2Three instructional scenarios.might not believe that deep understanding is possible. As a result, thelearner does not build a meaningful learning outcome. In this situation, animportant goal of multimedia instructional design is to foster generativeprocessing.For the past 20 years, my colleagues and I at the University ofCalifornia, Santa Barbara have been conducting dozens of experimentalcomparisons aimed at identifying multimedia design principles thatreduce extraneous processing, manage essential processing, and fostergenerative processing. I share the fruits of this research program withyou in the next three sections of this chapter.In general, we focus mainly on teaching how various physical, mechanical,or biological systems work in short lessons followed by immediatepost-tests, using paper-based lessons, computer-based presentations, andcomputer games. We compare the transfer test performance of studentswho received the control version of the lesson versus those who received atreatment version that was modified in line with a design principle. I reportthe median effect size (d) for each of 12 principles, based on multipleexperimental comparisons carried out in our lab.