Skip to main content

Table 1 Cognitive load and Multimedia principles used in the redesign of the preparatory materials

From: Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom

Resource

Recommendation for faculty

Applied principle(s)

Student guide document

Ensure preparatory questions and keywords are consistent in level of detail, and closely aligned with preparatory resources and in class content. Students were instructed to view the guide first.

Signaling what is important lowers intrinsic cognitive load (Signaling principle1, Pre-training principle2)

Online layout

List preparatory resources in logical sequence with clear directions for students in what order to work through them.

Ordering of learning tasks optimizes intrinsic cognitive load (Simple-to-complex strategy3).

Concept videos

Provide concept videos where possible. Short (5–10 min), narrated power point presentations were frequently used with emphasis on images and diagrams. Students control playback speed.

Audio/visual information is biologically primary and presents lower cognitive load for novices than written information (Multimedia principle4, Segmenting principle5, Modality effect7).

Readings

Revise readings to present concise text with frequent illustrations e.g., instead of assigning a whole book chapter an excerpted chapter was curated.

More focused readings lower extraneous load (Coherence principle6), illustrations help optimize intrinsic load (Multimedia principle4).

RAEs

Add written answers explanations that appear after students have taken the test.

Explanations serve as worked examples, a very effective method to lower intrinsic load for novices (Worked example effect8).

Supplemental information

Remove any supplemental or optional information from the preparatory resources.

Avoids overlading students with extraneous information (Coherence principle6).

Interactive online modules

For select topics that require analysis of structures or images consider developing interactive online modules.

Provide additional practice in identifying structures (Variability effect9, Transient information effect10).

Dual formatting

Where possible present content in dual format so student can choose between concept videos and the same material as reading.

Videos lower intrinsic load for novices, students with more expertise may learn better from reading (Expertise reversal effect11).

Self-regulated learning

Engage students in discussions on instructional design principles and how to use resources most effectively (e.g. role of RAE answers as worked example, dual formatting of readings/videos).

Students need to learn to manage their time and use class resources during prep and consolidation after class (Self-management effect12).

  1. Multimedia Principles
  2. 1Signaling principle - Students learn better when cues that highlight the organization of the essential material are added
  3. 2Pre-training principle - Students learn better from a multimedia lesson when students know names/components
  4. 3Simple-to-complex strategy - Use learning tasks that first present only isolated elements and gradually increase to full complexity
  5. 4Multimedia principle - Students learn better from words and pictures than from words alone
  6. 5Segmenting principle - Students learn better from a multimedia lesson that is presented in learner-controlled segments rather than as continuous unit
  7. 6Coherence principle - Students learn better when extraneous words, pictures and sounds are excluded rather than included
  8. Cognitive Load Theory
  9. 7Modality effect - Spoken explanatory text and a visual source of information should be presented at the same time to increase working memory
  10. 8Worked example effect - Use worked examples with full solution description that learners can study
  11. 9Variability effect - Use learning tasks that differ from one another on all dimension on which tasks differ in real world
  12. 10Transient information effect - Self-pacing effect helps students control over the pace of instructional animation
  13. 11Expertise reversal effect - Instructional procedures that are designed for novice learners can be counterproductive as expertise increases
  14. 12Self-management effect - Teach students to apply CLT principles to manage their own CL to better equip them to deal with preparatory materials
Back to article page

BMC Medical Education

ISSN: 1472-6920

Contact us