H. Samaras, T. Giouvanakis, D. Bousiou, and K. Tarabanis (Greece)
Multimedia/Hypermedia, multiple representations, active cognitive processing, support for processing.
In interactive multimedia learning environments learners are expected to process and relate different representations and to simultaneously control interactions with these representations in order for meaningful learning to occur. Knowledge acquisition from multiple representations requires the integration of these sources in order to construct a coherent mental representation. While interactive multimedia has the potential to improve learning in different ways, especially when learners have low prior knowledge and are dealing with complex knowledge domains, empirical studies have shown that it is exactly those learners who face the risk of being unable to construct a coherent mental representation because of the high cognitive load demands placed on them. Beginning with cognitive load theory as well as structure mapping theory we have attempted to encourage and support learners on a deep or semantic structure level in order to enable them to learn more effectively through the multimedia environment. The focus was on decreasing extraneous and simultaneously increasing germane cognitive load while providing learners with help according to their level of expertise and promoting active cognitive learning.
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