Interactive Multimodal Learning Environments

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• -similar to the guided discovery principle in multimedia learning (de Jong, 2005) -structure and guidance, rather than open-ended exploration, is key in order to prevent extraneous processing

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• priming students to reflect is an example of dialoguing interactively

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• another example of dialoguing interactively

1. feedback principle

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   • novice students learn better with explanatory rather than corrective feedback alone

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• -example of controlling type of interativity -benefits of pacing may reside on cognitive load reduction 

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• form of dialoguing interactively

1. pretraining principle

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   • students learn better when receiving pretraining that activates or provides relevant prior knowledge

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• Which features of games and simulations improve learning of which kinds of knowledge for which kinds of learners?

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• research is needed that pinpoints the features of agents that hurt learning and those that improve learning

1. internal vs. external properties

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   • -internal: methods used during instruction -external: voice/image charateristics

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• the examination of interactivity methods that are germane to any engine or hypermedia program, such as searching and navigating

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• investigating the conditions for designing effective learning from interactive multimodal environments that include cases in video and other formats

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• -learners take part in a simulation of an authentic task -research is needed to determine whether this type of interactive learning environment can serve as a venue for valid, reliable, and efficient assessment of student knowledge

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• -Behaviorist -knowledge flows from the instructor to the student -environments tend to be non-interactive

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• -Constructivist -learner is a "sense-maker" who incorporates new knowledge with existing knowledge; goal of instruction is to guide the learner through the process of making sense of the instructional materials

1. interactive multimodal learning environments
   1. cognitive-affective theory of learning with media (CATLM)

      Annotations:

      • Moreno (2005a) (a) humans process different information modalities differently (b) within each channel, only a few pieces of information can be processed at any one time (c) meaningful learner occurs through selecting, organizing, and integrating new information with existing knowledge (d) long-term memory = dynamic & evolving; holds memory for past experiences and memory for general knowledge (e) motivational factors increase/decrease cognitive engagement (f) learning is mediated by metacognitive processes (g) how much a student learns with specific media may be determined by their past knowledge/abilities
      1. processing
         1. extraneous processing

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            • originates from a poorly designed learning task
            1. representational holding

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               • the holding of a mental representation in working memory during meaning-making process
         2. essential processing

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            • required to mentally select new information presented in working memory
         3. generative processing

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            • making sense of new information
   2. present content knowledge verbally and non-verbally

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      • Paivio (1986)
      1. multimedia principle

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         • student understanding is improved by adding a non-verbal representation of knowledge to complement the verbal representation; the "tell me AND show me" idea
      2. modality principle of instructional design

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         • the most effective learning environments are those that combine verbal and non-verbal representations of the knowledge using mixed-modality presentations
   3. what happens depends on the actions of the learner
      1. interactivity

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         • between student and instructor, student and other students, etc.; as opposed to a one-way interaction between insructor and learner
         1. the goal of interaction = to foster learning
         2. five types
            1. dialoguing

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               • learner can ask/answer questions and receive feedback
            2. controlling

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               • learner determines pace and/or order of learning episode
            3. manipulating

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               • learner can control aspects of presentation
            4. searching

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               • learner can engage in information seeking
            5. navigating

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               • learner can determine content of a learning episode by selecting from various available sources (e.g. a menu)