Çoklu Ortamlarda Dar Boğaz: Aşırı Bilişsel Yüklenme

Öğrenme - öğretme süreçlerinde yaygın olarak kullanılmaya başlanan çoklu ortamlardan etkili şekilde yararlanabilmek için bu ortamlarda yaşanan problemlerin başında gelen aşırı bilişsel yüklenme kavramını anlamak ve bu problemi ortadan kaldırmak gerekmektedir. Bu nedenle, bu çalışmada öncelikle aşırı bilişsel yük kavramının ortaya çıkmasına neden olan bilişsel yük kuramı üzerinde durulmuştur. Ardından aşırı bilişsel yüklenme kavramı anlatılarak, öğrenme - öğretme süreçlerindeki olumsuz etkileri tartışılmış ve bu probleme ilişkin çözüm önerileri yapılan araştırmalarla birlikte verilmiştir. Son olarak da bu problemin belirlenmesine yönelik ölçme araçları tanıtılmıştır.

Anahtar Kelimeler:

Bilişsel yük, aşırı bilişsel yük, çoklu ortam, öğretim tasarımı

The Bottle Neck in Multimedia: Cognitive Overload

To utilize from multimedia effectively which is used widely in the learning-teaching process, cognitive overload which is one of the main problem in this process, must be comprehended and eliminated. For this reason, firstly cognitive load theory which caused to be appeared the term of cognitive overload, was stressed in this study. Then the term of cognitive overload was explained, negative effects of cognitive overload in learning-teaching process were discussed and suggestions about this problem\'s solutions were given. Lastly, the measurement tools for determining the problem were explained.

Keywords:

Cognitive load, cognitive overload, multi media, instructional design,

PDF

___

Alessi, S. M. ve Trollip, S. R. (2001). Multimedia for Learning Methods and Development. 3rd edition. Massachusetts, USA: Allyn and Bacon.
Anglin, G. J., Vaez, H. ve Cunningham, K. L. (2004). Visual represantation and learning: The role of static and animated graphics. D. H. Jonassen (Edt.), Handbook of research on educational communication and technology (sf. 865-916). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Barron, A. E. (2004). Audiotory instruction. D. H. Jonassen (Edt.), Handbook of research on educational communication and technology (sf. 949-978). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Bower, G.H. (1975). Cognitive psychology: an introduction. In W. K. Estes (Ed.), Handbook of Learning and Cognitive Processes (Vol.1). Introduction to Concepts and Issues (pp.25-80). Hillsdale, NJ: Erlbaum.
Brünken, R, Plass, J. L. ve Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38(1), 53-61.
Brünken, R., Steinbacher, S., Plass, J. L. ve Leutner, D. (2002). Assessment of cognitive load in multimedia learning using dual-task methodology. Experimental Psychology, 49(2), 109-119.
Chandler, P. ve Sweller, J. (1991). Cognitive load theory and the format os instruction. Cognition and Instruction, 8(4), 293-332.
Chu, H. (1987). Effects of using on-screen learnnig aids and reading performance. Paper presented at Annual Convention of the Association dor Educational Comunications and Technology, Atlanta, Ga. Clark, R. C. (2003).
Conklin, J. (1987). Hypertext: An introduction and survey. IEEE Computer, 20(9), 1- 41.
Demirbilek, M. (2004). Effects of interface windowing modes and individual differences on disorientation and cognitive load in a hypermedia learning environment. Yayınlanmamış Doktora Tezi. University of Florida.
Dias, P. ve Sousa, P. (1997). Understanding navigatipon and disorientation in hypermedia learning environments. Journal of Educational Multimedia and Hypermedia, 6, (2). 173-185. AACE Digital Library veritabanından 08.01.2003 tarihinde ulaşılmıştır.
Ellis, R. D. ve Kurniawan, S. D. (2000). Increasing the usability of online information for older users: A case study in participatory design. International Journal of Human-Computer Interaction, 12(2).
Flad, J. A. (2002). The effects on increasing cognitive load on self-report and dual task measures of mental effort during problem solving. Yayınlanmamış Doktora Tezi. Faculty of The Graduate School, University of Southern California.
Gelder, B. ve Vroomen, J. (1997). Modality effect in immediate recall of verbal and non-verbal information. Psychology Pres, 9(1), 97-110.
Hergenhahn, B. R. ve Olson, M. H. (1997). An Introduction to Theories of Learning. Fifth edition. New Jersey: Prentice Hall.
Horton, S. (2000). Web Teaching Guide: A Practical Approach to Creating Course Web Site. New Haven, London: Yale University Pres.
Jonasssen, D. H., Howland, J., Moore, J. ve Marra, M. (2003). Learning to Solve Problems with Technology: A constructivist Perspective. Upper Saddle River, New Jersey: Merrill Prentice Hall.
Kalyuga, S., Chandler, P. ve Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-372.
Kalyuga, S., Chandler, P. ve Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92(1), 126-136.
Klett, F. (2002). Visual communication in web-based learning environments. Educational Technology and Society, 5(4), 38-48.
Lever-Duffy, J., McDonald, J. B. ve Mizell, A. P. (2003). Teaching and Learning with Technology. New York, USA: Allyn and Bacon.
Mayer, R. E. ve Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484-490.
Mayer, R. E ve Chandler, P. (2001). When learning is just a click away: Does simple buser interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93(2), 390-397.
Mayer, R. E., Heiser, J. ve Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93 (1). 187-198.
Mayer, R. E. ve Moreno, R. (1998). A split attention effect in multimedia learning: evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2). 312-320.
Mayer, R. E. ve Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107-119.
Mayer, R. E. ve Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
Mayer, R. E., Moreno, R., Boire, M. ve Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91(4), 698-643.
McDonald, S. ve Stevenson, R. J. (1996). Disorientation in hypertext: the effects of three text structures on navigating performance. Applied Ergonomics, 27(1), 61-68.
Miller, G. A. (1956). The magical number seven, plus minus two: Some limits on our capacity for processimg information. Psychological Review, 63, 81-97.
Min, R. (2002). Parallelism in interfaces: A search for cognitive overload with average users and ergonomic solutions. http://projects.edte.utwente.nl/pi/Papers/ Parallelism.htm adresinden 01.04.2003 tarihinde alınmıştır.
Moreno, R. ve Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91 (2). 358-368.
Moreno, R. ve Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94(1), 156-163.
Mousavi, S., Low, R., ve Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
Murray, T. (2001). Characteristics and affordances of adaptive hyperbooks. Proceedings of WebNet 2001, Orlando, FL.
National Education Training Group. (1996). Multimedia. http://www.netg.com/ netgpage/whymult.htm adresinden 12.04.2003 tarihinde alınmıştır.
Paas, F., Renkl, A. ve Sweller, J. (2003). Cognitive load theory and instructional design: Recent development. Educational Psychologist, 38(1), 1-4.
Paas, F., Renkl, A. ve Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1-8.
Paas, F., Tuovinen, J. E., Tabbers, H. ve Van Germen, P. W. M. (2003). Cognitive Load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63-71.
Paas, F. ve Van Merrienboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors, 35(4), 737-743.
Paas, F. ve Van Merrienboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 351-372.
Penney, C. G. (1989). Modality effects and the structure of short term memory. Memory and Cognition, 17. 398-422.
Ramsey, T.D. (1996). The Effects Of Multimedıa Interface Design On Original Learning And Retention. Yayınlanmamış yüksel lisans tezi. Virginia: Faculty of the Virginia Polytechnic Institute and State University.
Rogers, P. L. (2001). Designing Instruction for Technology Enhanced Learning. London: IRM Pres.
Rummer, R. ve Engelkamp, J. (2001). Phonological information contributes to short term recall of auditoryly presented sentences. Journal of Memory and Language, 45, 451-467.
Schwier, R. A. ve Misanchuk, E. R. (1994). Interactive Multimedia Instruction. Englewood Cliffs, New Jersey: Educational Technology Publications.
Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, 295-312.
Sweller, J. (2004). Instructional design consequences of an Analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
Sweller, J. ve Chandler, P. (1991). Evidence for cognitive load theory. Cognition and Instruction, 8(4), 351-362.
Sweller, J. ve Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233.
Sweller, J., Van Merrienboer, J. J. G. ve Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psyhology Review, 10(3), 251-296.
Tindall-Ford, S., Chandler, P. ve Sweller, J. (1997). When two sensory modes are beter than one. Journal of Experimental Psychology: Applied, 3, 257-287.
Van Gevren, P. W. M., Paas,F., Van Merienboer J. J. G. ve Sschmidt, H. G. (2000). Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework. Educational Gerontology, 26, 503-521.