Author: theresetaruc

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Substantive Reply #1

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Bashar

Substantive Post

“Hi Bashar! I thought it was cool of you to break down the 3 types of cognitive load and connect them directly to how you’ll design your comic. I was wondering how you’ll plan on using one or all of three types in your comic panel? For example, would you use font sizes, layouts, more anime-style or have both image AND text in your panels? I think using these different designs might further demonstrate how poor or strong a design can be when it comes to the reader’s understanding of the content material. Additionally, you mentioned how segmenting information can help manage the reader’s load. Do you think that can also help with the pacing and information load on each panel? I, myself, am having the same problem with how I will layout my comic and how much information I should put per panel.

Overall, your post showed a very good summary of our readings! Looking forward to reading more of your posts for the next few challenges.”

Neeraj

How Multimedia Learning theories can positively influence my comic

“Hey Neeraj! I thought it was pretty cool you used to read a lot of Marvel comics and you tied it into Mayer’s Cognitive Theory of Multimedia Learning (CTML). I think you will absolutely have an advantage when making these comics considering how familiar you are with the layout and how much content and image will be more pleasant and easy to follow for the readers. I especially appreciated the way you explained dual coding and how it pairs so well with comic strips having both visual and text aspects to support learning (or entertainment).

One suggestion for your comic panel I think is maybe using your point in signaling and how arrows can highlight a specific panel to guide the reader’s attention. I remember reading Japanese Novels (manga) for the first time and was very confused which panel to read after. I also found out that the books start from the back, whereas in the west we usually start on the front.

Do you think that segmenting panels into smaller chunks might help the suspense and make the comic be both fun and engaging without too many details?

Thanks for your post! It was a good read.”

Isaac

“Hey Isaac! I liked how you connected your personal experience with teaching and how Mayer’s principles tied in with this. I think that the examples you discussed regarding your Grade 2 measurement lesson and your science slides making students feel disengaged can be related for many people, such as myself when I present. I also found that when my slides were filled with text, I saw my peers look over the slide then go on their phone. However, when I added more images with one or two bullet points with little text I found that they stared at the slides much longer than the slides that’s filled with text. I think your experience definitely demonstrated how intrinsic and extraneous loads can affect learning and may even resonate with lots of other students in their learning/teaching journey.

I think that it’s great that you’ll be using chunking and images for clarity for your comic panel. Do you think that the strategies you’ve used in your classroom such as chucking information and simplifying visuals could be used for your comic design?

I’m looking forward to seeing your comic! I wish you luck in your teaching journey.”

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Cognitive Theory of Multimedia Learning

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Out of all the principles of Cognitive Theory of Multimedia Learning, the Cognitive Load Theory resonated with me because I find that guided information that’s broken down in a step-by-step instruction helps me understand the content more. Depending on the learning material, I think that each principle can be applied. However, I find that the Cognitive Load Theory is the most intuitive as a university because most of what I learn can feel complex and layered, especially at first. When professors divide the courses into smaller chunks that are more familiar, I am able to process it more efficiently without feeling overwhelmed (Thalmann et al., 2019). The principle that surprised me the most was the redundancy principle because I always thought that reinforcing images with text would allow for learners to retain the material, but it often leads to an overload (Wang et al., 2024).

In regards to my project, I plan on creating a 12-20 comic panel that aims towards high school students at a beginner level where it is simple, focused, and easy to follow while ensuring that important information is being delivered clearly to the learners. This may seem easy, however sometimes keeping things simple for me can be difficult at times. If I were to choose a comic panel teaching learners philosophical theories that might be nuanced and abstract, it would be difficult to condense these concepts (though not impossible). Additionally, I want to make sure every panel is used efficiently, where each panel offers new information and builds on the previous one, while still maintaining a chunking/sectioning approach to support learning.

Overall, I think that the Cognitive Load Theory and applying this to my comic project will help create a better learning experience for me and the learners. I will learn how to keep a concept simple while maintaining efficiency, while students can (hopefully) understand potentially complex ideas that feel easy to follow.

Source: Teaching Strategies: Cognitive Load Theory by McGraw Hill PreK-12

References

Thalmann, M., Souza, A. S., & Oberauer, K. (2019). How does chunking help working memory?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(1), 37.

Wang, L., Che, G., Hu, J., & Chen, L. (2024). Online review helpfulness and information overload: the roles of text, image, and video elements. Journal of Theoretical and Applied Electronic Commerce Research, 19(2), 1243-1266.

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