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Exploring the Possibility of Combining High-Richness Media and the Simplification in Multimedia Education
Abstract
Rhythmic shift between the spectrum of difficulty often occurs along with a concomitant change in the level of cognitive load capacity within a lesson. In other words, the learning material is neither constantly simple nor complex. Cognitive load theory (CLT) suggests that simple learning tasks are necessary to be visually simplified to free up limited mental storage. Media richness theory (MRT), conversely, is required for complicated learning tasks to increase the accuracy and efficiency of information transmission. Previous studies have delved into either using CLT for cognitive load reduction or using MRT to enhance the effectiveness of information dissemination, the combination of both is rarely attempted. After analyzing the previous research of CLT and MRT, the authors propose an alternative instructional design strategy, which applies the redundancy principle to simplify instructional content to achieve precise and potent learning, while also using rich media to broaden the channels of information transmission and reduce the cognitive load for complex learning content.
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