Simulations & Multimedia Extraneous Principles

1. Describe an experience where a simulation was used in any learning & teaching activity where you were either the teacher or student. Explain how Mayers 5 reducing extraneous principles (clearly demonstrating your understanding of each) were in play? not in play? How was your instruction/learning impacted? Simulation is the next best thing to hands on experiences. Due to time and budget restraints, I have often had to utilize simulations in teaching a scientific concept. With my physics and physical science classes, I have often used Interactive Simulations from the University of Colorado. One of the objectives in Honors Physics is for students to understand the motion and forces at play during a collision between two objects. Students will use the information they obtain while interacting with the applet to predict how the objects will react to the collision. The program offers an introductory level, in which variables are limited, allowing students to conduct experiments to gain deeper understanding of the concepts before moving to the advance level in which the conditions are more realistic. In our text, Mayer (2009) presents five principles for reducing extraneous processing in multimedia learning. These principles are in-line with last weeks discussion on the cognitive theory of multimedia learning. The principles of coherence, spatial contiguity, and temporal contiguity are evident in the collision lab; however, the principles of signaling and redundancy do not apply since narration and content are non-existent in this activity. Mayers (2009) Principle of Coherence states, People learn better when extraneous material is excluded rather than included (p. 89). Extraneous material can come from interesting but irrelevant words, pictures, sounds and music. Developers, of multimedia programs, often spice up a lesson to make it more interesting. This practice of incorporating emotional interest is known as arousal theory (Mayer, 2009, p. 93). This premise implies that learning involves the transmission of knowledge from teacher to student. This is often not the case. Mayer (2009)

reminds us that learning results from knowledge construction. The research of Mayer and others supports the idea students tend to learn more when less is presented (Mayer, 2009, p. 106). In the case of the collision lab, students are present to two balls of different masses. They can either use the given masses or change them. Additionally, they are provided with limited data; however, they have the option to display more it the situation calls for it. By reducing the amount of information accessible, the students are able to focus more directly on the effect of the collision. In simulations, the placement of text and animation is important. In his Spatial Contiguity Principle, Mayer (2009) points out that students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen (p. 135). To prove his point, Mayer and associates conducted research using two test groups. One group was shown a presentation in which the text and pictures were presented separately. The group had the text and pictures integrated in the presentation. The results of these test demonstrated that students who were shown integrated presentations were able to generate more solutions to problem-solving transfer questions (Mayer, 2009, p. 144). Without incorporating text with the animation, students would be unable to process any possible solutions while experimenting with the collision lab. Temporal contiguity deals with the time in which words and pictures are presented in a multimedia lesson. Mayer (2009) teaches, Students learn better when corresponding words and pictures are presented simultaneously rather than successively (p. 153). This statement suggests that if word and pictures are presented separately, then the learner is less likely to make the connection between the two. In addition, some learns will become distract and understanding will be lost. This phenomenon is known as the split-attention effect (Mayer, 2009, p. 160).

Temporal contiguity is evident in the collision lab example. As movement occurs, data is changing to reflect changes in position and condition. Without this interaction, students would be less likely to process the information in order to make the necessary calculations in new potential collision situations. The last two of Mayers principles are not apparent in the simulation example. Since content is not the purpose of the simulation, the signaling principle is of little use. The best practice in producing multimedia presentations is to eliminate extraneous material; however, if this is not possible, then the solution is to insert cues that direct the learners attention toward the essential material (Mayer, 2009, p. 109). Important details can be cued using headings; sequencing terms such as first, second, third; emphasis on key words; and key points at the beginning or end of a passage. Attention to pictures or diagrams might be cued using arrows, flashing lights, or phrase such as please refer to figure 10-2 (Mayer, 2009). Keep in mind signals add nothing new to the context but are there to serve as a guide to meaningful learning. Multimedia presentation developers often try to improve their products by adding printed text to the presentations narration. This practice is based on the learning preference hypothesis, which states, Different people learn in different way, so it is best to present information in many different formats (Mayer, 2009, p. 120). In other words, if information is presented in multiple methods, then all students are more likely to be successful. According to Mayers research, adding printed text to narration and animation reduces the brains ability to process the new information resulting in information overload. In addition, learners exposed to printer text, narration, and animation performed worse on problem-solving transfer questions than those exposed to only narration and animation (Mayer, 2009). This directly opposes the learning preference hypothesis and allowed Mayer to formulate his Redundancy Principle, which states,

People learn better from graphics and narration than from graphics, narration, and printed text (Mayer, 2009, p. 118). By applying this principle, to multimedia presentations, the informationprocessing load is minimized; therefore, increasing the chances for meaningful learning to occur.

2. Describe your ideal situation for using simulations in a learning opportunity with K12 students or adults. Would the instruction/simulation be delivered to the whole group, in small groups, or individually or some combination? Back your assertions based on learning materials. In an ideal K-12 educational environment, the utilization of digital simulations would be beneficial to all learners. Simulations are useful in promoting active learning by providing interactive real world experiences that allow students to become participants in the learning process (Simplek12Team, 2011). Physics students using the collision lab simulation mentioned in part 1, become the virtual experimenter. They have the ability to manipulate the variables that in turn alter the results of the collision. By documenting the results, students can begin to formulate a conclusion. If learning has occurred, then the student will be able to apply the knowledge gained to a new situation. In this way, Students take on responsible roles, find ways to succeed, and develop problem solving tools as a result of the interaction (creativeteachingsite.com, 2011, para. 1). A list of other potential benefits discussed in the article Use Simulations to Help Students Learn (2011) includes: Simulations are more economical than the real life experience Simulations reduce the anxiety of failing and the fear of impending danger Simulations allow learners to design and construct models without the expense of materials Simulations can be paused, reversed, and fast-forwarded to allow learners to assess the situation better

With the integration of simulation into existing lessons, there is a greater potential for success in mastering content common core and essential standards.

In recent years, educators have become responsible for preparing students to be 21st Century ready when they graduate from High School. Many school districts view the integration of technology into the current curricula as a means for achieving this objective. Often experience teachers are reluctant to try new strategies (Devlin-Scherer & Sardine, 2010). To encourage these individuals to try adding simulation to their programs Devlin-Scherer and Sardone suggest, digital format, create environments for students to experience authentic situations, interact with content, and make decisions. They can experience the results of their choices and learn from their mistakes. Simulations meet these criteria. Keep in mind; simulations generally utilize animation as an educational tool. Research conducted in 2007-2008; using BrainPOP simulation verses traditional methods, show a significant increase in the ability of students to transfer knowledge after simulation and only a minimal increase of knowledge transference with traditional methods (Rosen, 2009). Additionally, Rosen research showed that student who used simulations were more motivated than those who did not. As a means of educating our digital natives, I suggest that teachers, in all content areas, begin searching for online simulations to engage and motivate their students. The implementation of educational simulation depends on the needs of the learners in the class. The utilization of simulation can be individual, group, or whole class. It is useful to introduce new information, reinforcement content objectives, or provide a problem-solving experience. Professor Roberto (Harvard Publishing for Educators, 2013) states, Simulation is one way to provide some variety in pedagogy. They also provide that rapid feedback on student decision-making which is so critical for their learning. By changing up the way simulations are used in the classroom, students have opportunities to work independently, collaboratively, and collectively which is the essence of 21st century learning.