Learner Expertise and Mathematics Different Order Thinking Skills in Multimedia Learning
SpeakersDr Thomas Chiu, Lecturer, Division of Information and Technology studiesDr Ida Mok, Associate professor, Division of Mathematics and Science Education
RespondentsProfessor Stanislas Dehaene, Chair of Experimental Psychology, Collège de France; Director of INSERM Unit Cognitive NeuroimagingProfessor Carlo Semenza, full Professor of Neuropsychology,Cognitive Neuroscience Centre, University of Padova
(30 mins)
Thinking skill
Multimedia design
Learner expertise
The related work / paper
1. Digital teaching Resources Award Scheme 2010/11. 2. Chiu, T.K.F. (2015) Effect of prior knowledge and respond time on
learning in a mobile learning environment. Mobile learning: theories and applications. Springer
3. Chiu, T.K.F., & Churchill, D. (2015a). Exploring the Characteristics of an Optimal Design of Digital Materials for Concept Learning in Mathematics: Multimedia Learning and Variation Theory. Computers & Education, 82, 280-29.
4. Chiu, T.K.F., & Churchill, D. (2015b). Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach. Interactive Learning Environment, DOI: 10.1080/10494820.2015.1006237.
5. Expertise Reversal Effect and Mathematics Different Order Thinking Skills in Multimedia Learning
Sources: google images
Expertise reversal
effect
WORKING MEMORY
Pictorial Model
Verbal Model
Pictures
Wordsintegrating
LONG-TERM MEMORY
selecting images
selecting words
organizing images
organizing words
SENSORY MEMORY
Ears
Eyes
Prior Knowledge
Prior Knowledge
MULTIMEDIA PRESENTATION
Images
Sounds
Cognitive theory of multimedia learning
Mayer, R. E. (2009). Multimedia learning. New York, NY: Cambridge Press.
essential generative
Extraneous processing
Same screen (Extraneous processing)
We are a group of six. We are teaching staff in the education faculty of the university of Hong Kong. Our office is located in HOC building.
From left to the right, we are Natalie, Jackie, Iris, Simone, Raymond and Tracy. Natalie dressed in blue teaches learning design; Jacky in the grey sweater teaches learning objects;
Same screen (Extraneous processing)
Iris dressed in pink teaches library and information management (LIM); Simone in white teaches organizational learning; Raymond in the blue polo shirt with grey hair teaches IT in Mathematics; and Tracy dressed in a red shirt with blond hair teaches elearning strategies.
All of us have been working in the faculty for at least 5 years. We enjoy the working environment. We love to share our knowledge with students.
7
Coherence (Extraneous processing)
We are a group of six. We are teaching staff in the education faculty of the university of Hong Kong. Our office is located in HOC building.
From left to the right, we are Natalie, Jackie, Iris, Simone, Raymond and Tracy. Natalie dressed in blue teaches learning design; Jacky in the grey sweater teaches learning objects; Iris dressed in pink teaches library and information management (LIM); Simone in white teaches organizational learning; Raymond in the blue polo shirt with grey hair teaches IT in Mathematics; and Tracy dressed in a red shirt with blond hair teaches elearning strategies.
All of us have been working in the faculty for at least 5 years. We enjoy the working environment. We love to share our knowledge with students.
Natalie(learning design)
Jackie(learning objects)
Iris(LIM)
Simone(organisational learning)
Raymond(IT in math)
Tracy(elearning strategies)
From left to the right, we are Natalie, Jackie, Iris, Simone, Raymond and Tracy. Natalie dressed in blue teaches learning design; Jacky in the grey sweater teaches learning objects; Iris dressed in pink teaches library and information management (LIM); Simone in white teaches organizational learning; Raymond in the blue polo shirt with grey hair teaches IT in Mathematics; and Tracy dressed in a red shirt with blond hair teaches elearning strategies.
Redundancy (Extraneous processing)
Signaling (Extraneous processing)
We are teaching staff in the education faculty of the university of Hong Kong. Our office is located in RMS building. All of us have been working in the faculty for at least 5 years.
Iris(LIM)
Natalie(learning design)
Jackie(learning objects)
Simone(organisational learning)
Raymond(IT in math)
Tracy(elearning strategies)
Learner expertise and multimedia design
(Kalyuga, 2014; Mayer, 2001, 2009).
Expertise reversal effect
Weak students
Strong students
Some more examplesWhen buying a new TV…
“skipping” steps in mathematics == 3
An example from Kalyuga, Chandler, & Sweller, 2000
Review on Expertise reversal effect in multimedia learning• multimedia learning designs that are more effective for novice
learners but may have a negative impact when used by advanced learners (Kalyuga, 2014, Mayer, 2001, 2009).
• another form of the redundancy principle of Kalyuga and Sweller (2014) and the coherence principle of Mayer (2009).
• How? • Remembering : effective for both novice and advanced learners• Understanding: effective for novice learners, but not advanced.
The big question is…
Remembering understanding Other higher order thinking skills
Expertise reversal effect
?
Analyzing?
1. Digital teaching Resources Award Scheme 2. Chiu, T.K.F. (2015), Chiu, T.K.F., & Churchill, D. (2015); Chiu, T.K.F., & Churchill, D.
(2015).
Moderated regression with simple slope analyses• Model 1, only prior knowledge and aid use• Model 2, the interaction term prior knowledge X aid use
remembering understanding Analyzing
Interaction no yes ?
Bettering performance
Advanced Novice with aid;Advanced without aid
?
Results
?
Moderated regression with simple slope analyses• Model 1, only prior knowledge and aid use • Model 2, the interaction term prior knowledge X aid use
remembering understanding Analyzing
Interaction no yes no
Bettering performance
Advanced Novice with aid;Advanced without aid
With aid
Results
A simple experiment (1)
Advanced group: my current students or someone know me very well.
Novice group: the rest
Teaching module”• Data, analytics and
learning• Multimedia learning• Research method• Learning and Teaching
with IT
Design 1 Design 2
A simple experiment (2)
Design 1 Design 2
What do I look like in suits?
Do I teach Chinese?
What topic is my next research project?
Teaching module”• Data, analytics and
learning• Multimedia learning• Research method• Learning and Teaching
with IT
Design 1 Design 2
Plausible explanation In mathematics, the ability to
(1) follow procedure with understanding (know how);◦ condition-action rules typically◦ More-structured
(2) symbolize mathematical concepts and their relationship with each other (connections and relations)
◦ relational and dynamic internal representations◦ less-structured.
A higher order thinking skill requires a more complete and complicated internal representation
Chiu 2015; Cohen, 1994; Ogden, Pyzdrowski, & Shambaugh, 2014; Springer, Stanne, & Donovan, 1999.
What happened?Thinking skill Plausible explanation
remembering • Only graph and equation• Easier cognitive processing
understanding • Visual aid is redundant/irrelevant for advanced
analyzing • Become less-structured• The aid may become relevant• The aid is essential material for the process of selecting
WORKING MEMORY
Pictorial Model
Verbal Model
Pictures
Wordsintegrating
LONG-TERM MEMORY
selecting images
selecting words
organizing images
organizing words
SENSORY MEMORY
Ears
Eyes
Prior Knowledge
Prior Knowledge
MULTIMEDIA PRESENTATION
Images
Sounds
Cognitive theory of multimedia learning
Mayer, R. E. (2009). Multimedia learning. New York, NY: Cambridge Press.
Essential
Extraneous processing
Without aid With aid
remembering
The use of learner cognitive capacity
extraneousessentialgenerative
Without aid With aid
understanding
weaker
Without aid With aid
stronger
extraneousessentialgenerative
Without aid With aid
analyzing
Weaker stronger
extraneousessentialgenerative
Implications• less-structured tasks would cause heavier essential processing.• Designs that are ineffective for advanced students in more-structured
tasks may become effective for them in less-structure tasks
• Expertise reversal effect may not occur in higher order thinking skills
Learning and Teaching (1) consider the order of thinking skills when tailoring to
learners of different expertise levels Present/use images (graph and formula) and words
(equation and description) use order thinking skills to identify multimedia designs
For example, for the remembering skill, providing images and words only (without explanations); for the analysing skill, additional aids that help the process of selecting messages.
Thinking skill/ outcomes
Multimedia design
Learner expertise
Learning and Teaching (2) Lesson 1-> Lesson 2 -> Lesson 3 -> Lesson 4 (present materials from lesson 1-3, not only activate prior knowledge)
subtopic 1 subtopic 2 subtopic 3
subtopic 4
subtopic 5
subtopic 6
Learning and Teaching (3) TPCK MPCK How to choose video(s) for Flipped learning Learning materials and textbooks, particularly in
digital versions.
Ongoing projects / Ways forward Online learning
FTDF (~80,000), applying multimedia learning to online learning
Language learning FRF (~30,000), exploring the effects in other mathematics topics and
language as well as student groups
Higher order thinking skills / 21st century skills QEF (~4 millions), a multimedia learning platform (to be revised)
Neroscience?
Sources: google images