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Multimedia, Information Complexity and Cognitive Processing

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 91213014 彭瑞鈞 91213024 李宗祐 91213035 蔡亞芸 92213010 張育慈. Outline. Introduction Background and Theoretical Framework Research Hypotheses Development

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Multimedia, Information Complexity and Cognitive Processing

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  1. 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

  3. 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)

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

  6. 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).

  7. Background and Theoretical Framework(2/5) • 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

  8. Background and Theoretical Framework(3/5) • 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).

  9. Background and Theoretical Framework(4/5) • 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).

  10. Background and Theoretical Framework(5/5) • 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 • Introduction • Background and Theoretical Framework • Research Hypotheses Development • Research Methodology • Results • Discussion • Implications and Conclusions

  12. 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

  13. Research Hypotheses Development(2/13)

  14. Research Hypotheses Development(3/13) • 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.

  15. Research Hypotheses Development(4/13) • 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.

  16. Research Hypotheses Development(5/13) • 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.

  17. Research Hypotheses Development(6/13) • 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

  18. Research Hypotheses Development(7/13) • 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.

  19. Research Hypotheses Development(8/13) • 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.

  20. Research Hypotheses Development(9/13) • 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.

  21. Research Hypotheses Development(10/13) • 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

  22. Research Hypotheses Development(11/13) • 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.

  23. 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.

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

  26. 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.

  27. Research Methodology(2/11) • Material (cont.) Connective span 18 9 Causal links 10 29

  28. Research Methodology(3/11) • 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.

  29. Research Methodology(4/11) • 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

  30. Research Methodology(5/11) • 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

  31. Research Methodology(6/11) • 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

  32. Research Methodology(7/11) • 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.

  33. Research Methodology(8/11) • 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.

  34. Research Methodology(9/11) • 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.

  35. Research Methodology(10/11) • 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?”

  36. Research Methodology(11/11) • 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 • Introduction • Background and Theoretical Framework • Research Hypotheses Development • Research Methodology • Results • Discussion • Implications and Conclusions

  38. 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.

  39. Results(2/5) • Here used the path coefficients to compute the reproduced correlation of variables that are interconnected through direct and indirect causal paths.

  40. 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.

  41. 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.

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

  44. Discussion(1/4)

  45. 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

  46. 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

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

  49. 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

  50. Implications and conclusions(2/3) • Information content should be organized so as to minimize local and global causal dependencies among concept • In decision-making context • In engineering context

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