E-Resources describes the cognitive science principles of effective multimedia learning using electronic educational technology.
Many forms are provided to students via access to NPTEL, SWAYAM, NDL, Journals, Magazines etc...
The underlying theoretical premise, cognitive load theory, describes the amount of mental effort that is related to performing a task as falling into one of three categories: germane, intrinsic, and extraneous.
- Germane cognitive load: the mental effort required to process the task's information, make sense of it, and access and/or store it in long-term memory (for example, seeing a math problem, identifying the values and operations involved, and understanding that your task is to solve the math problem).
- Intrinsic cognitive load: the mental effort required to perform the task itself (for example, actually solving the math problem).
- Extraneous cognitive load: the mental effort imposed by the way that the task is delivered, which may or may not be efficient (for example, finding the math problem you are supposed to solve on a page that also contains advertisements for books about math).
The multimedia instructional design principles are largely focused on minimizing extraneous cognitive load and managing intrinsic and germane loads at levels that are appropriate for the learner. Examples of these principles in practice include
- Reducing extraneous load by eliminating visual and auditory effects and elements that are not central to the lesson, such as seductive details (the coherence principle)
- Reducing germane load by delivering verbal information through audio presentation (narration) while delivering relevant visual information through static images or animations (the modality principle)
- Controlling intrinsic load by breaking the lesson into smaller segments and giving learners control over the pace at which they move forward through the lesson material (the segmenting principle).