Mayer and Moreno: split-attention effect and working memory

1.1 Dual-Processing Theory of Working Memory

The primary assumptions of dual-processing theory are as follow

• 1. Working memory includes an auditory and a visual working memory.
• 2. Each working memory store has a limited capacity.
• 3. The meaningful learning is analogous to the cognitive processes of selecting, organizing and integrating.
• 4. Connections can be made only if corresponding pictorial and verbal information are in working memory at the same time.

According to the dual-processing theory, the visually presented information is processed in visual working memory whereas auditorily presented information is processed in auditory working memory.

Hypothesis

Dual-processing theory predicts split-attention effect in which students in Group AT (animation with current on-screen text) perform more poorly than students in Group AN (animation with current narration) on retention, transfer and matching tests.

Contrastive hypothesis: information-equivalency hypothesis, which predicts no difference between the AT and AN groups on any of the tests because identical information was presented to both group.

1.2 Experiments

There are two experiments: lightning formation (experiment 1) and the operation of a car’s braking system (experiment 2). In each experiment, students received either concurrent narration describing the major steps (AN) or concurrent on-screen text involving the same words and presentation timing (AT).

Method

The participants are college students who have low experience of relative knowledge. After the presentation of experiment to different group, all the participants will got three kind of test: retention test (recalling the steps), transfer test (generating correct solutions to problem) and matching test (finding named elements).

Results of Experiments

Across both experiments, students of Group AN outperformed (better perform) than students of Group AT in three tests. Overall, split-attention effects were obtained on the retention, matching and transfer tests. It yields consistent evidence for the dual-processing hypothesis and against the information-equivalency hypothesis. Multimedia learners can integrate words and pictures more easily when the words are presented auditorily rather than visually.

1.3 Discussion

• 1. Extend the split-attention effect to computer-based multimedia environment
• 2. The effect was obtained from scientific explanations of how systems work
• 3. In practical implication, the animations should be accompanied by auditory narration rather than by on-screen text.
• 4. Multimedia presentations should not contain too much extraneous information in form of words or pictures to avoid the memory overload.

2. The Summary of Articles from Min (1992,1994)

2.1 Parallel Instruction: Computer Simulation

A complete simulation learning environment consist of a series of elements, the most important are:

• Highly visualized, graphical output (include animations)
• Highly visualized, conceptual, underlying mathematical models
• Even-driven programs, pull-down menus without use any keyboard
• An instruction or help program in the learning environment
• A multi-windowing environment (multi-monitoring environment)
• Teaching materials embedded in the simulation program
• Model-driven messages, speech, animations or video-fragments
• Imbedded in turnkey hardware or instruction program

The parallel instruction theory (PI theory) is based on the concept that in a simulation environment everything should be in view, even the paper material. According to the elements of simulation learning environment above, there are six important instruction methods for parallel use:

• A student manual (in addition to the program)
• Loose paper and worksheets (in addition to the program)
• An interactive, highly visualized conceptual scheme of the model (in parallel window)
• A help system (in parallel window)
• Video messages as intelligent feedback (in parallel window)
• An instruction program, CBT materials (as a parallel process)

MacTHESIS, a computer simulation system, partly solved the problem of paper materials by creating an extra window, parallel with the program on which a survey appeared of the visualized, underlying material model, allowing for intervention at the same time.

2. The Parallel instruction Theory

But the main purpose of educational computer simulation is to help students to construct mental models of dynamic processes. A complete learning environment with simulation should provide, parallel to the core simulation, instructional possibilities on the other elements of the dynamic process. The instruction should include: explanation, instruction and explicit statements. Using the Parallel Instructional theory and the MacTHESIS system will yield optimal results, which will be easier to use the students and teacher.

2.2 Parallelism in Open Learning and Working Environment

In the working and learning environment, most instruction resembles linear program or one-way situation that is not attractive and needs good memory for disappear information. Good learning environment require parallel instruction and parallelism is a phenomenon that occurs frequently in class and in ordinary life.

The PI theory supposes that for simulation environments the need for instruction is great but parallelism is essential. It provides the multi-tasking operating system and is useful for educational computer simulation programs in two respects:

• The system allows the simulation part to be made with simulation tools and the instructional part to be made with cheap authoring tools.
• It allows a certain measure of asynchrony working.

3. The Relations of these Articles

Before designing all elements of parallelism in learning environment, it is important to study the relationship of all components, such as the text with graphic, the text with auditory materials, and find the suitable arrange for the learning. The article from Mayer and Moreno (2000) provides the study of split-attention effect which is consistent with a dual-processing model of working memory consisting of separate visual and auditory channels.

Hence, when designing the parallel instruction in educational computer simulation, we could refer to the study outcomes from Mayer and Moreno and apply them in the parallelism:

• Multimedia presentations should not contain too much extraneous information in the form of words or pictures.
• Animations should be accompanied by auditory narration rather than by on-screen text. The presentation of verbal and pictorial information could minimize working-memory load.
• Concentrate on the explanation and concisely depict the major steps in the to-be-learned process. Avoid the working-memory overload.

References