Program 3 International Cognitive Load Theory Conference

concepts. In addition, the interactive feedback design imposed lower germane cognitive and reflected on learner’s performance. On the practical side, the study contributes to the future study on considering the role of the animated agent in the multimedia design principles for reducing extraneous cognitive load. To elaborate, instructional designers should combine the role of the animated agent with instructional scaffolding strategies (verbal explanations or interactive feedback) as moderating variable to reduce the cognitive load and facilitate learning. The management of intrinsic vs extraneous cognitive load in second language listening and comprehension task Stéphanie Roussel, Angelika Rieussec, André Tricot, & Jean-Luc Nespoulous University of Toulouse, France [email protected] Aim. The analysis of the use of MP3-players (the stop, pause, rewind and fast forward movements) provide information about the learners’ self-controlled listening strategies and comprehension in second language learning (Roussel, Rieussec, Nespoulous & Tricot, 2007). In the present experiment, we explore the effect of intrinsic vs extraneous cognitive load on these strategies. Our hypothesis is that cognitive load is managed by the participants: different strategies are implemented by different participants and have different consequences on learning (Tricot, Sweller, Amadieu, Chanquoy & Mariné, 2008). Method. In an oral discourse comprehension task, cognitive load was introduced by a specific linguistic difficulty: 6 compound words in German (Der Unternehmensberater, Das Wirtschaftsleben, etc.), unknown but inferable after time and effort, were placed in a short discourse (100 seconds). We examined which strategies learners use in two conditions: a) when compounds are in a non salientposition in incoming discourse, i.e. difficult words are not useful to comprehend the discourse (extraneous cognitive load condition); b) when the same compounds are in a salient position in another speech sample, i.e. it is necessary to understand the difficult words in order to comprehend the discourse (intrinsic cognitive load condition). Results. There is a significant difference between comprehension of the two groups (F=4,97 ; p< 0,05): The performance was better in the extraneous cognitive load condition than in the intrinsic. In condition (a) there is a negative correlation between the number of moves and the quality of the overall recall (r = -0,36), or the quality of the situation model (r = -0,21). It is the opposite, within condition (b). Conclusion. Learners seem to be able to manage and reduce their own cognitive load in second language listening and comprehension task, but it is probably easier when extraneous cognitive load is concerned than intrinsic. Adaptive Pointer: A cognitive guide in multimedia learning based on visual cognition theory Mingjang Chen & Yu-Ting Lin b Center for General Education, National Chiao Tung University, Taiwan Degree Program of E-Learning, National Chiao Tung University, Taiwan [email protected] In previous studies by Patricia D. Mautone and Richard E. Mayer (2001), they added a signaling principle to their collection of multimedia design principles. In their experiments, students who received signaling generated significantly more solutions on transfer test than students who did not receive signaling. The authors continued the above researches and proposed a mechanism for cognitive guidance in multimedia learning: adaptive pointer. Adaptive pointer is a kind of dynamic presentation based on triggered-based animation that can help learners process their materials more efficiently. The difference between the original signaling principle and the adaptive pointer is the effect of motion, especially the abrupt onset of objects and motions. These features appear to capture attention in a stimulus-driven, bottom-up fashion. There were two objectives in this study. The first is to find evidence for the effects of adaptive pointer from visual cognition theory. We began with an overview of preattentive processing, and then organized the features identified as preattentive into a number of