Multimedia, Information Complexity and Cognitive Processing 課程名稱：資訊資源管理授課教師：王育民老師報告日期： 2005/11/16 報告組員： 90213010 李尚澤

Multimedia,Information Complexity

andCognitive Processing

課程名稱：資訊資源管理授課教師：王育民老師

報告日期： 2005/11/16報告組員： 90213010 李尚澤

91213014 彭瑞鈞 91213024 李宗祐 91213035 蔡亞芸 92213010 張育慈

2

Outline

Introduction Background and Theoretical Framework Research Hypotheses Development Research Methodology Results Discussion Implications and Conclusions

Introduction(1/2)

Nowadays, organizations are faced with increasing costs needed to train employees and educators are also striving to develop new training and teaching methods that will yield optimal learning transfer and complex skill acquisition.

In instructional settings, animation and other types of graphics have been used to reduce information complexity, augment cognitive processing, and facilitate comprehension. (Moreno etc., 2002;Rieber,1991)

Introduction(2/2)

Multimedia can reduce the perceived equivocality of a low-analyzable decision-making task (Lim etc., 2000)and promote computer self-efficacy that leads to increased performance in computer-based training situations. (Christoph etc., 1998)

The goal of this study is to investigate the impact of multimedia information representation on cognitive processing activities typical to problem solving, training, and decision-making contexts.

5

Outline


Background and Theoretical Framework(1/5)

Information presentation media Levin etc.(1987) noted that pictures have 4

effects. Multimedia utilizes computer and audio-visual

technology to present information verbally, as static pictures or diagrams, and as animated graphics or video (Kozma, 1991).


Information complexity Inferential complexity associated with

information is a function of the number of causal links in a chain of actions, physical states, or mental states.

As the number of causal links increases, working memory becomes overloaded because it’s limited in the number of related ideas that can be simultaneously stored and processed


Cognitive processing The dual-coding theory of working memory suggests

that information encoding and processing can take place in a verbal working memory and/or in a visual working memory workspace (Paivio, 1986).

According to PASS cognitive processing theory, effective cognitive processing is controlled by an executive function responsible for selective attention, sustained attention, attentional switching, and mental effort, while encoding incoming verbal and/or spatial information and constructing the situation model (Naglieri etc., 1997).


Comprehension Gordon etc.(2002) observed lowered

comprehension when subjects attempted to remember a short set of words while reading syntactically complex sentences.

Some studies have also shown that comprehension is also enhanced when information presentation takes place in multi-modal form (i.e., verbal, images, animation).


Learning satisfaction Learning satisfaction has been described as a

sense of accomplishment that learners feel at the conclusion of a learning event when the learning environment facilitated information processing that led to successful comprehension outcomes (Keller, 1987; Song etc., 2001).

11

Outline


Research Hypotheses Development(1/13)

Figure 1 below graphically depicts the theoretical framework used in the formulation of the research hypotheses. Sustained attention / mental effort

H1 、 H2 、 H3 Information processing quality

H4 、 H5 、 H6 Comprehension and learning satisfaction

H7 、 H8 、 H9 、 H10



Sustained attention/Mental effort Burns and Anderson(1993) noted that increased

sustained attention was associated with presentation

media with the greatest sensory stimulation and appeal.

H1 ： Text-based and multimedia information presentations, when compared to graphics with

text information presentations, will lead to

greater applied sustained attention and mental

effort.


Sustained attention/Mental effort

Information complexity has also been associated with

sustained attention and applied mental effort. (Burns &

Anderson, 1993)

H2 ： As information content increases in complexity, subjects will expend less sustained

attention and

mental effort.


Sustained attention/Mental effort Information presentation media and information complexity can interact to influence applied mental effort and sustained attention.

H3 ： As information complexity increases (decreases), text-only and multimedia

information presentations will lead to greater (lesser) sustained attention and mental effort when compared to graphics- with-text information presentations.





H7 、 H8 、 H9 、 H10


Information processing quality Mayer and Moreno(1998) noted that when using

multimedia, subjects were able to integrate words and pictorial animation of lightening formation more easily when the words supplementing the animation written text.

H4 ： As information presentation format increases in modality (i.e. from text-only to graphics-with-text to multimedia), subjects

will experience greater information processing quality.


Information processing quality

Rieber’s (1991) study observed better knowledge

extraction with animated graphics and, when given a

choice to return to either presentation format, subjects

overwhelmingly preferred the animated graphics

presentation.

H5 ： An increase in sustained attention and

mental effort will lead to greater

information processing quality.


Information processing quality

Friedman and Miyake(2000) noted that casual connectives with long causal chains or high connective span temporarily suspended purging of the working memory in attempts to construct a complete and coherent situation model.

H6 ： An information complexity increases,

subjects will experience lower information

processing quality.





H7 、 H8 、 H9 、 H10


Comprehension and learning satisfaction

Information processing quality mediates comprehension

because multimedia can lead to a reduction of complexity

and increased cognitive processing capacity by targeting

both verbal and visual working memory channels.

H7 ： As information processing quality

increases, subjects will experience greater

comprehension.

Research Hypotheses Development(12/13) Comprehension and learning satisfaction

In the comparison of text, narration and graphics with text, Mousavi, Low, and Sweller (1995) found that a combined text and graphics presentation reduced the cognitive load in solving geometry problems resulting in superior learning.

H8 ： As information presentation format increases in modality (i.e. from text-only to

graphics-with-text to multimedia), subjects will experience greater comprehension.

Research Hypotheses Development(13/13) Comprehension and learning satisfaction

Towler and Dipboye (2001) observed superior training outcomes when the training presentation was characterized as higher in coherent organization and trainer expressiveness.

H9 ： As information processing quality increases, subjects will experience greater

learning satisfaction. H10 ： As information presentation format increases in modality (i.e. from text-only to

graphics-with-text to multimedia), subjects will experience greater learning satisfaction.

25

Outline


Research Methodology(1/11)

Participants 78 male and female undergraduate students

voluntarily participated. Average age = 25 (SD = 5.39)

Material Two text passages, Photocopier Operation (high

information complexity) and GreenHouse effect (low information complexity), with relatively equal readability scores were utilized.


Material (cont.)

Connective span 18 9

Causal links 10 29


Flesch Reading Ease =206.835 - ( Average sentences length * 1.015 + X * 0.846 )

X 是代表 100 個 words 裡面有幾個音節 Flesch-Kincaid Reading Grade level

=(average sentence length + percentage of long words) * 0.4 long words ： word 超過兩個音節以上

The connective span and direct causal links values indicated that the Photocopier Operation passage was higher in information complexity than the GreenHouse Effect passage.


The overhead-slides V.S Multimedia both equivalent in overall content and episodic

structure to the text passages Illustrated components involved in Photocopier

operation or elements involved in GreenHouse gas generation. overhead-slides utilized static diagrams Multimedia animated the elements contained in

static diagrams used in the overhead presentation


Procedure Path analysis was the chosen as the data

analysis procedure because analysis of variance is not particularly well suited for testing direct, mediating and intervening relationships among a set of variables.

The overhead slides V.S Multimedia Report time ： 12minutes Likert-type questionnaire Timed comprehension test


Measures Information Presentation Media

two contrast code variables (Pedhazur, 1997) media ： group mean outcomes of each of the three

presentation modes. (text-only, text-with-graphics,

and multimedia) focus-media ： group means of text-only and multimedia

combined against the mean of the text-with-

graphics group


Measures (cont.) Information Complexity

operationalized as a function of connective span and causal chain length.

Photocopier Operation is more complicated than GreenHouse Effect

contrast coded Grade Reading Level scores for both passages were

similar in value.


Measures (cont.) Sustained Attention/Mental Effort

scale (Likert-type) was developed using Burns and Anderson’s(1993) theory of attentional inertia.

Scale reliability (Cronbach’s alpha) for the sustained attention/mental effort scale was 0.78.


Measures (cont.) Information Processing Quality

assessed using questionnaire items adapted from Buchheit(1996).

Assessment of the perceived interestingness, understandability, and informativeness of the presentation.

Scale reliability (Cronbach’s alpha) for the information processing quality scale was 0.90.


Measures (cont.) Comprehension

Short essay question were constructed and scored according to the analytic approach of essay assessment (Jacobs etc., 1992; Linn etc., 2000).

Sample comprehension question is ：” How does livestock production lead to an increase in global warming?”


Measures (cont.) Learning Satisfaction

Scale was developed using Keller’s(1987) ARCS Model of Motivational Design of effective learning environments.

Scale reliability (Cronbach’s alpha) for the learning satisfaction scale was 0.84.

37

Outline


Results(1/5)

The overall results from the series of regression analyses used to test the fit to the causal model to the data are summarized in the diagram.

Results(2/5)

Here used the path coefficients to compute the reproduced correlation of variables that are interconnected through direct and indirect causal paths.

Results(3/5) Sustained attention and mental effort

H1 ： The text-only and multimedia groups did exhibit a positive increase in sustained attention and

mental effort. H2 ： Increases in information complexity did lower the

motivation to maintain sustained and effortful processing of the information presented. H3 ： Text-only and multimedia presentations positively

moderate the tendency for increases in information complexity to lead to withdrawal of sustained attention and mental effort as compared to text-

with-graphics presentations.

Results(4/5) Information processing quality

H4 ： H4 is supported and the results suggest

that presentations that target both verbal and

visual working memory channels are perceived to

be more understandable, and interesting. H5 ： The results indicated that sustained attention and

applied mental effort is positively correlated with

information processing quality. H6 ： The results indicated that information complexity

was negatively related to information processing

quality.

Results(5/5) Comprehension and learning satisfaction

H7 ： Information processing quality was

positively related to comprehension. H8 ： Increased comprehension was associated

with increased presentation modality. H9 ： The results indicated that increased

information processing quality was

positively related to learning satisfaction. H10 ： Increases in media modality are positively

related to greater sense of mastery of use of

the information acquired.

43

Outline


Discussion(1/4)

Discussion(2/4)

Sustained attention and mental effort was highest for text-only group , followed by multimedia , followed by text-with-graphic

There is less potential to be distracted from external stimuli under such periods of high concentration

Discussion(3/4)

The negative association of information complexity with information processing quality is evidence that there were errors in identifying idea unit and establishing causal connection

“Cognitive Resource Allocation” perspective proposed by Millis

Information complexity and focus-media are fairly equal but opposite in direction

Discussion(4/4)

Focus-media has a tendency to command greater required and voluntary sustained attention and mental effort

The semantic structure of information should drive information format decisions

48

Outline


Implications and conclusions(1/3)

Multimedia provides a unique opportunity to examine the nature of human information processing and how information processing interacts with information format and information complexity

Increasing presentation modality can minimize the occurrence of excessive cognitive load

Multimedia-based visual support by text and/or narration can convey a maximum amount of information


Information content should be organized so as to minimize local and global causal dependencies among concept

In decision-making context In engineering context


There can be negative outcomes during multimedia use. Split-attention effect has been observed in other studies but not in this study.

A limitation of the current study is use of self-reported measures for sustained attention and mental effort and information processing quality

In the future , studies should extend the length and complexity of the tasks

Laboratory study offer greater internal validity , but be viewed as a limitation

52

Outline


Thanks for Your Attention

Documents

Multimedia, Information Complexity and Cognitive Processing 課程名稱：資訊資源管理 授課教師：王育民老師 報告日期： 2005/11/16 報告組員： 90213010 李尚澤

Multimedia, Information Complexity and Cognitive Processing 課程名稱：資訊資源管理授課教師：王育民老師報告日期： 2005/11/16 報告組員： 90213010 李尚澤