EDIT 720 Jennifer N. Hudson, M.Ed.

Annotated Bibliographies #8
#1 Kalyuga, S. (2014). The expertise reversal principle in multimedia learning. In R.E. Mayer
(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 576-597). New York: Cambridge.
In this chapter, the author discusses the expertise reversal principle. This principle was used to
help learners that needed more information (Kalyuga, 2014, pp. 577). This type of learning
involves words and pictures than words and pictures alone (Kalyuga, 2014, pp. 577). During the
study, it was noted that the multimedia format was more helpful than having separate diagrams.
Having diagrams alone was not as helpful (Kalyuga, 2014, pp.578).
Graphics incorporated with text seemed to help the low level learners better understand the
information (Kalyuga, 2014, pp. 580). The beneficial effects of the multimedia format for low-
knowledge students were substantially reduced when that format was used with high-knowledge
students (Kalyuga, 2014, pp. 581). The high level students didnt benefit from the multimedia
graphics as much as low-level students.
Having dynamic visual representations helps students understand the material better also. The
animated representations showed better results than the paper and pencil format (Kalyuga, 2014,
pp. 585).
#2 Wiley, J., Sanchez, C. A., & Jaegar, A.J. (2014). The individual differences in working
memory capacity principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge
Handbook of Multimedia Learning. (pp. 598-619). New York: Cambridge.
The working memory plays a major role in knowing how much information a student can retain.
Multimedia comprehension is combining words and images together to learn (Wiley, Sanchez,
Jaegar, 2014, pp. 598). In a study, it was shown that students learned more information when
they were given worked examples versus less-structured problems (Wiley, Sanchez, Jaegar,
2014, pp. 600). Some examples of the differences in working memory capacity principle are that
it is shown to predict learning from text and that seductive images disrupt normal reading of the
text (Wiley, Sanchez, Jaegar, 2014, pp. 604).
Some implications for cognitive theory are that students with greater WMC (Working Memory
Capacity) are less susceptible to distraction (Wiley, Sanchez, Jaegar, 2014, pp. 610). When able
to control their attention, students are able to gain greater working memory capacity to direct
more meaning towards their comprehension process (Wiley, Sanchez, Jaegar, 2014, pp. 610).
Research showed that individual differences in working memory capacity allowed readers to
more effectively select and focus on certain information (Wiley, Sanchez, Jaegar, 2014, pp. 615).
#3 Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and
Evidence. Psychological Science in the Public Interest, 9(3), 105-119.
In this article, it discussed the different learning styles. Teaching in different learning styles
refers to what the learner needs to be more successful (Pashler, 2008, pp. 105). Students as well
as adults would prefer to give their preference on how information should be delivered to them
(Pashler, 2008, pp. 105). The term learning styles have a different meaning. There were two steps
EDIT 720 Jennifer N. Hudson, M.Ed.

that needed to be looked at. The first step was to analyze the learning styles to determine what
forms of evidence would be needed and the second step was review the literature (Pashler, 2008,
pp. 106).
Assessments on an individuals learning style enhances instruction because it is tailored to the
learner (Pashler, 2008, pp. 107). The statement new learning builds on old learning is critical
to where a childs ability and experience level falls (Pashler, 2008, pp. 107).
With the learning style hypothesis, a study must be done that satisfies different criteria. First,
learners must be divided into two or more groups. Then, once they are in the group, learners
must be assigned to at least two different learning methods. Third, the assessment must be the
same for all learners. Fourth, the results need to show that the learning style enhances one group
more than the second group (Pashler, 2008, pp. 109).
#4 Plass, J.L. & Kalyuga, S., & Leutner, D. (2010). Individual differences and cognitive load
theory. In J.L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive Load Theory (pp. 65-87). New
York: Cambridge.
In this article, it discussed the individual differences and cognitive load theory. The article
provided a detailed discussion of the reversal effect (Plass, Kalyuga, & Leutner, 2010, pp. 67).
When detailed explanations are provided for experienced learners, processing information will
increase (Plass, Kalyuga, & Leutner, 2010, pp. 68). However, if the learner is already
knowledgeable in the information then, the additional explanations wont be needed (Plass,
Kalyuga, & Leutner, 2010, pp. 68).
Problem and discovery based learning environments could be effective. The authors stated this is
the reason why, Problem-and discovery-based learning environments with limited guidance
could be effective for advanced learners, but would typically not be recommended for novices,
(Plass, Kalyuga, & Leutner, 2010, pp. 71).
There are three basic factors to spatial abilities. They are spatial relations, spatial orientation, and
visualization (Plass, Kalyuga, & Leutner, 2010, pp. 72). Spatial abilities depend on working
memory resources (Plass, Kalyuga, & Leutner, 2010, pp. 72).
#5 Khacharem, A., Zoudji, B., Kalyuga, S. (2015). Expertise reversal for different forms of
instructional designs in dynamic visual representations. British Journal Of Educational
Technology, 46(4), 756-767.
I selected this article because in this weeks readings we were reading about expertise reversal
and it seemed very interesting. In this article, the authors discussed instructional visualizations.
There are different types of instructional visualizations. They are nonverbal representations,
static visualizations, dynamic visualizations (Khacharem, Zoudji, & Kalyuga, 2015, pp. 756).
Static visualizations are the more traditional way of presenting information (Khacharem, Zoudji,
& Kalyuga, 2015, pp. 756).
EDIT 720 Jennifer N. Hudson, M.Ed.

Videos and animations are examples of dynamic visualizations (Khacharem, Zoudji, & Kalyuga,
2015, pp. 756). An ineffective representation is dynamic visualization (Khacharem, Zoudji, &
Kalyuga, 2015, pp. 757).
The purpose in a designer creating a design is to prevent from causing a potential cognitive
overload (Khacharem, Zoudji, & Kalyuga, 2015, pp. 758). When learners lack schema, it makes
it difficult for them to be able to retain all of the information being presented (Khacharem,
Zoudji, & Kalyuga, 2015, pp. 758).
What I discovered in this article was that the problem falls within the designer, not the learners
(Khacharem, Zoudji, & Kalyuga, 2015, pp. 758).