This Tip discusses research findings that it is better to save interactivity for complex subjects instead of basic skills.
Last week, we discussed the fact that Edgar Dale’s Cone of Experience has been misinterpreted to suggest a direct correlation between learner interactivity and learning retention. In fact, research shows that doing is not always more efficient than seeing, and seeing is not always more effective than reading.
According to the findings published in Multimodal Learning Through Media: What the Research Says, there is a clear rationale for using multimedia in learning. Complex skill building benefits from interactive learning. However, non-interactive learning better accomplishes basic skill building.
Doing Is Not Always More Efficient Than Seeing
As it turns out, doing is not always more efficient than seeing. For the novice student engaged in basic skill building, such as learning chemical symbols, individual reading or simple drill and practice might be the optimal learning design.
Yet, for a different learning objective- for instance, understanding the cause and effect of a specific chemical reaction- the most effective learning approach is for that same student to collaborate on problem solving with fellow students through a simulation.
The Impact of Multimodal Learning
Learning Basic Skills is Better with Non-Interactive Multimodal Learning
The researchers looked at the impact of multimodal learning in comparison to traditional single-mode learning. In comparison to traditional, single mode learning,the average student’s scores on basic skills assessments increased by 21% when engaged in non-interactive multimodal learning.
This included using:
- text with visuals,
- text with audio, or
- watching and listening to animations or lectures that effectively use visuals, etc.)
Results showed a much lower gain of 9% in comparison to traditional means when that situation shifted from non-interactive to interactive multimedia learning such as engagement in:
- simulations,
- modeling, and
- real-world experiences,
most often in collaborative teams or groups.
Complex Skill Building Benefits from Interactive Multimodall Learning
With regard to complex skill building, the researchers found that the average student’s scores on higher-order or transfer skills increased by 32% .This occurred when the student engaged in interactive multimodal learning in comparison to traditional, single-mode learning.
When that situation shifted from interactive to non-interactive multimodal learning, results showed a lower (yet still significant) gain of 20% over traditional means.
Based on this research, we can conclude that there has been a misplaced emphasis on interactive learning, particularly when it comes to teaching basic skills.
How This Relates to Cognitive Load Theory
You may be wondering how this relates to Cognitive Load Theory.
Our brains are wired in a way that severely limits our capacity to learn.
Novice learners need to devote their working memory capacity* to building new schemas.** Then they need to automate* them.
Adding interactivity to the mix actually results in design-induced extraneous load. This wastes limited working memory capacity. Experienced learners already have the necessary schemas and automaticity. So in their case, interactivity adds a germane load that is beneficial to the learning process.
Next week, we will continue our discussion about multimodal learning by looking at the need to avoid too many inputs.
*Working memory is where thinking is done.
** Schemas are memory structures in long-term memory that are the basis for expertise.
*** Automated knowledge or skills are exercised with minimal or no resources from working memory.
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