Cognitive Load
Discussion
1. Which video seemed easier to follow? Why?
2. When is too much too much? (in terms of the amount of information presented at once, text, graphics, narration, etc...)
3. If you had to redesign X video (pick the one you viewed as the lesser of the two), what would you do differently?
The Research
Research done by Miller on cognitive load theory provides strong evidence that the human brain can process about seven pieces of information at a time (1956). If the learner takes time to process this information within 15 to 30 seconds, it will make its way into long-term memory, which has no limit (Driscoll, 2005). This is somewhat like eating food. We have a mouth that can only hold a few bites at a time. We must chew this food before it can go to our stomachs. In the same way, information must be chewed (processed) before it can go into our stomachs (long-term memory). This understanding of cognitive load theory provides a basis for multimedia design research, which can inform video design for educators.
It is easy to misinterpret seven pieces of information as being able to include seven bullet points. The only problem with this line of thought is that videos include much more information sources than just text. The video maker should consider all the others sources of information as well such as: the narration, the instructor image, examples that are in view but not currently being addressed, random graphics, the background, random sound effects, music, and even the environment the student is watching the video in. All of these information sources contribute to cognitive load. Instructional videos should be designed to minimize the amount of extraneous cognitive load so that learners do not get overwhelmed by processing unnecessary, irrelevant information.
It is easy to misinterpret seven pieces of information as being able to include seven bullet points. The only problem with this line of thought is that videos include much more information sources than just text. The video maker should consider all the others sources of information as well such as: the narration, the instructor image, examples that are in view but not currently being addressed, random graphics, the background, random sound effects, music, and even the environment the student is watching the video in. All of these information sources contribute to cognitive load. Instructional videos should be designed to minimize the amount of extraneous cognitive load so that learners do not get overwhelmed by processing unnecessary, irrelevant information.