Computer Based Instruction 2.

Cognitive Psychology

According to Behaviorist Psychology

BLACK
INPUT

OUTPUT

BOX

Observable and Measurable Behaviors

Criticism of Behaviorist Psychology

Provide more global curriculum but not for lessons They emphasizes too much on the instructor and instructional materials and too little on the learner.

Ignore unobservable aspects of learning such as attention,

perception, motivation etc.. Evaluation is limited with only observable target behaviors, but

socio-psychological aspect of learning is ignored.

Cognitive Psychology
Perception

Attention

Locus of Learning

Encoding

BLACK BOX
Memory

Active Learning

Motivation

Comprehension

Cognitive Psychology
Cognition : Process of knowing Emphasizes on unobservable construct such as; Mind, memory, attitudes, motivation, thinking, encoding etc * Information Processing Approach * Semantic Networks Approach

Information Processing Approach

(Growing through the Comp.Science)

Sensory Memory Short Term Memory Long Term Memory

Inspiration Figure: Mammals

Semantic Networks Approach

Inspiration Figure: Statistic

PERCEPTION AND ATTENTION

Learning begins with attention and perception of information in the learners environment (***** SAMPLES) Three main principles are relevant to attention and perception:
1. Information must be easy to receive : Size, fonts, color, volume, repetition, speed

2. Differences and changes attract and maintain attention Underlying the text; color and fonts; different

text sizes, dynamic tools such as animation

3. The position of information affect our attention to and perception Place the important information near the center; the timing for of aural elements.

ENCODING
Once the leaner attends to and perceives stimulus, cognitive psychologist believe that it must be encoded. (CODING)

Multimedia Effect:
Multimedia programs can include text, speech, drawings, music, animations and video. * Some combinations complement one another and facilitate learning,

* whereas other conflict and impede learning

(ex.: visual and aural information can conflict, for example, listening to a person speak while viewing text with different wordings).

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MEMORY

TWO MAIN PRINCIPLES The principle of organization The principle of repetition

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COMPREHENSION

Comprehension of a word doesnt mean just being able to state its definition, but also be able to use it in speech and writing, and also being able to understand the people when they use the word.

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ACTIVE LEARNING

People learning not only by observing, but by doing.

This also demonstrate the importance of interactivity in multimedia programs.

1) 2) 3) 4)

Human to computer interaction Human to human interaction (collaborative designs) Human to computer to human interaction (via networks) Human to paper, equipment interaction

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MOTIVATION

Motivation is essential to learning,

Two models for motivation are used in multimedia design :

1) 2) Malones Motivation Theory Kellers ARCS Motivation Theory *** a. b. c. d. Attention Relevance Confidence Satisfaction

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LOCUS OF CONTROL

Whether control of sequence, content, methodology and other instructional factors are determined ;

by the learner
by the program by some combination of both

Some of researches show that * Some learners (higher achievers) benefit from greater with learner control * whereas other (lover achievers) benefit from less control.

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INDIVIDUAL DIFFERENCES

LEARNING STYLE (ex.: aural, visual, kinesthetic) COGNITIVE STYLE (ex.: multiple intelligence)

Age
Educational background Learning speed Motivation differences

Attitude
General ability level Intelligence Personnel preferences

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TRANSFER OF LEARNING

Transfer of learning refers to the extent to which performance in one situation is reflected in another lesson.

Ex.: Being able to fly an aircraft after having used a flight simulator program.

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CHICKS

CHICKS