EDIT 720 Jennifer N. Hudson, M.Ed.

Annotated Bibliographies #10

#1 Johnson, C. & Priest, H.A. (2014). The feedback principle in multimedia learning. In R. E.
Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 449-463). New York:
Cambridge.
This chapter discusses the benefits of having feedback in multimedia learning. Providing
feedback can contribute to learning by allowing students to evaluate their responses, identity a
discrepancy in their knowledge, and repair faulty knowledge (Johnson & Priest, 2014, pp. 449).
Multimedia learning has advanced to now there are more games, mind stimulating activities, and
different kinds of tutoring systems (Johnson & Priest, 2014, pp. 449). Corrective feedback is not
as effective as explanatory feedback (Johnson & Priest, 2014, pp. 450). Explanatory feedback
allows the learner to have a principle-based reason why their answer was incorrect or correct
(Johnson & Priest, 2014, pp. 450). However, corrective feedback only allows the learner to know
if the answer is correct or incorrect (Johnson & Priest, 2014, pp. 450).
In the feedback principle, the theoretical principle has three steps based on the cognitive theory
of multimedia learning (Johnson & Priest, 2014, pp. 450). When there is poor instructional
design, extraneous processing occurs (Johnson & Priest, 2014, pp. 450).
#2 Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer
(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 487-512). New York: Cambridge.
This chapter discusses how the learner should have control over their own learning (Scheiter,
2014, pp. 487). When the learner has the responsibility of their own learning, it increases the
desire to learn and enables the learner to adapt their instructional needs to fit their own (Scheiter,
2014, pp. 487). When learners are able to exert their own instruction, it is called learner control
(Scheiter, 2014, pp. 487). System-controlled activities and environments are usually contrasted
with learner-controlled environments (Scheiter, 2014, pp. 487).
If a student does not know much about a topic, the learner control principle is the best way for
them to be in the linear environment to gain information on the topic (Scheiter, 2014, pp. 491).
Fortunately when the student is guided in a linear way, will help them gain the acquire
knowledge necessary for understanding the material (Scheiter, 2014, pp. 491).
Sometimes a student can become a self-regulated learner (Scheiter, 2014, pp. 495). Self-
regulated learning is when there is a focus on a learning objective (Scheiter, 2014, pp. 495).
#3 Moreno, R. & Mayer, R. E. (2005). Role of Guidance, Reflection, and Interactivity in an
Agent-Based Multimedia Game. Journal of Educational Psychology, 97(1), 117-128.
This article addressed multimedia games and its effect on improving academic learning (Moreno
& Mayer, 2005, pp. 117). There are seven learning steps in each part (Moreno & Mayer, 2005,
pp. 117). Some of those parts include the agent asking the learner to click on an answer, the agent
would tell the learner if the answer is correct, and the agent would also give explanation (Moreno
& Mayer, 2005, pp. 117).

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Working memory plays an active role in multimedia learning (Moreno & Mayer, 2005, pp. 118).
Using mental models helps the learner achieve their academic goal (Moreno & Mayer, 2005, pp.
118). In multimedia learning, the idea is to have the learner use what they know plus the
instructional materials to convey the relevant information (Moreno & Mayer, 2005, pp. 118).

Reflection is an important instructional method that is used in the educational game (Moreno &
Mayer, 2005, pp. 118). Asking students the why questions allow them to have deeper thinking
about information that have read (Moreno & Mayer, 2005, pp. 118).

#4 Kalyuga, S. (2007). Enhancing Instructional Efficiency of Interactive E-learning

Environments: A Cognitive Load Perspective. Educational Psychology Review, 19, 387-399.

This article has many aspects on how interactive learning is associated with the learner-engaged
processing of learning materials (Kalyuga, 2007, pp. 387). When you have learner-engaged
environments, it promotes deeper learning in new knowledge (Kalyuga, 2007, pp. 387).

Our cognitive processes affect our long-term memory and performance (Kalyuga, 2007, pp.
388). Our working memory could easily be overloaded if one or more than a few pieces of
information is trying to be processed at the same time (Kalyuga, 2007, pp. 388). We actively
build our knowledge from other sources rather than starting from scratch (Kalyuga, 2007, pp.
388).

Schemas in our long-term memory provides a very important function (Kalyuga, 2007, pp. 389).
Theses schemas are associated and integrated into a model that is continuously updated with new
information (Kalyuga, 2007, pp. 389). Knowledge associated with active elements in working
memory creates a virtual construct of long-term working memory, (Kalyuga, 2007, pp. 389).
#5 Smith, J. G., & Suzuki, S. (2015). Embedded Blended Learning within an Algebra Classroom:
A Multimedia Capture Experiment. Journal of Computer Assisted Learning, 31(2), 133-147.
I selected this article because this week we are learning about learner control in multimedia
learning. When students are able to control their learning, they are able to learn so much more.
The article discusses how blended learning combines online learning and live-lecture instruction
(Smith & Suzuki, 2015, pp. 134). According to the article, most school districts will be headed in
the direction of having 1:1 devices because of the increased impact technology has on learning
(Smith & Suzuki, 2015, pp. 134).
Even though a transformation will take place soon with the implementation of more technology,
the technology program must be a reliable and credible resource (Smith & Suzuki, 2015, pp.
134). The content must support all cognitive principles (Smith & Suzuki, 2015, pp. 134).
It was estimated that by the year 2024, 80% of secondary courses will be online (Smith &
Suzuki, 2015, pp. 134). The teachers role will have to be changed in the classroom setting, and
much preparation must be enhanced (Smith & Suzuki, 2015, pp. 135).

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What I discovered in this article was that with the high demands of implementing technology in
the classroom it provides the learner with choice and control (Smith & Suzuki, 2015, pp. 135).