Mário Melo mmlmelo@hotmail.com

Guilhermina Lobato Miranda gmiranda@ie.ul.pt

Instituto de Educação da Universidade de Lisboa

Applying the 4C-ID Model to the Design of a Digital Educational Resource for Teaching Electric Circuits: Effects on Student Achievement

Summary

1. The Model Background1.1. The Information Processing Framework1.2. The Learning Tasks1.3. The Cognitive Theory of Multimedia Learning

1.4. The Cognitive Load Theory

2. The Model 4C-ID2.1. Empirical Evidence for the Effectiveness of 4C/ID Model

3. Empirical Work: Conception and Implementation of a Virtual Learning Environment Modeled with the Principles of the 4C/ID Model

3.1. The structure of the learning environment3.2. Methodology

3.2.1. Participants3.2.2. The Independent variable3.2.3. The dependents variables

3.3. Results3.3.1. Performance3.3.2. Cognitive load3.3.3. Instructional efficiency

Modal Memory Model (Atkinson & Shiffrin)

[source: http://boweremember.wikispaces.com/Day+5+Memory+Model]

Interview with Richard Shiffrin: http://thesciencenetwork.org/programs/cogsci-2010/richard-shiffrin

1.1. The Information Processing Framework: The Modal Memory Model (Atkinson & Shiffrin, 1968)

1. The Model Background

[source: http://graymattertherapy.com/comprehensive_memory_assessment/]Interview with Alan Baddeley on development of working memory: https://www.youtube.com/watch?v=mT0NLihOK30

1.1. The Information Processing Framework: Working memory (Alan Baddeley, 1986)

1. The Model Background

1.2. The Learning Tasks (source: Child, Psychology and the teacher, 1986)

1. The Model Background

Students Entry Conditions (1, 2)

Learning Results(6)

(1) Cognitive predisposition - capacities - knowledge - skills

(2) Affective disposition: - interests - attitudes - motivation - Self-concept

CognitiveResults

InstructionalResults

Afective Results

(3,4,5) The quality of instruction depends on:- How you organize knowledge- How you sequence knowledge- How you present knowledge - how you reinforce (incentives and feedback)

INSTRUCTION(3, 4,5)

LEARNING TASKS

1.3. The Cognitive Theory of Multimedia Learning ( Richard Mayer et al.)

1. The Model Background

Cognitive Theory of Multimedia Learning (adapted from R. E. Mayer, 2001)

1.2. The Cognitive Load Theory (John Sweller & colleagues)

Three types of Cognitive Load

Intrinsic

Extraneous

Germane

1. The Model Background

2. The 4C-ID Model

Source: van Merriënboer et al. (2002)

2.1. Empirical Evidence for the Effectiveness of 4C/ID Model

2. The Model 4C-ID

Study Domain Mean effect size (d)

Nadolski (2005) Law + 0,12

Nadolski (2006) Law + 0,50

Rosenberg-Kima (2012)

ICT + 0,82

Flores (2011) Mathematics + 0,21

Lim (2006) ICT + 0,30

Lim & Reiser (2009) ICT + 0,84

Lim & Park (2012) ICT + 1,68

Sarfo & Elen (2007) Arts + 1,39

3.1. The structure of the learning environment Developed with Adobe Flash CS3®

3. An example of a Learning Environment Designed with the Principles of the 4C/ID Model

Learning class 1 (concepts of electric current and potential

difference)

Learning class 2 (ability to design an electrical

circuit schema )

Learning class 3 (concepts of serial and parallel association of

lamps)

General themes

3. An example of a Learning Environment Designed with the Principles of the 4C/ID Model

3.2. Methodology: Experimental (design quasi-experimental)

3.2.1. Participants:

• 3 teachers

• 131 students (81 EG and 50 CG) with 14 years old (mean =

14,31, SD = 0,54) of the 9th grade from a private school in

Lisbon, placed in 5 intact classes and distributed according to

the table:

3. An example of a Learning Environment Designed with the Principles of the 4C/ID Model

Class n Experimental group Control group Teacher

1 28 x A

2 25 x B

3 27 x B

4 25 x C

5 26 x C

3. An example of a Learning Environment Designed with the Principles of the 4C/ID Model

3.2.2. Independent variable

• Learning environment.

3.2.3. Dependents variables

• Performance (learning reproduction and learning transfer);

• Cognitive load;

• Instructional efficiency.

3. An example of a Learning Environment Designed with the Principles of the 4C/ID Model

3.3. Results

3.3.1. Performance (scale 0-20 points)

Reproduction test Transfer test

Mean SD Mean SD

Experimental group

12,19 1,58 11,18 1,88

Control group 11,41 2,13 8,77 2,64

3. An example of a Learning Environment Designed with the Principles of the 4C/ID Model

3.3.2. Cognitive Load (scale 1-9 points)

Reproduction test Transfer test

Mean SD Mean SD

Experimental group

2,77 0,73 2,64 1,15

Control group 2,92 1,21 4,21 1,52

3. An example of a Learning Environment Designed with the Principles of the 4C/ID Model

3.3.3. Instructional efficiency

Reproduction test Transfer test

Mean SD Mean SD

Experimental group

1,95 1,36 0,55 0,87

Control group 0,028 1,09 -0,42 1,01

3. An example of a Learning Environment Designed with the Principles of the 4C/ID Model

3.3.3. Instructional efficiency

3. An example of a Learning Environment Designed with the Principles of the 4C/ID Model

3.3.3. Instructional efficiency

4. General conclusions

• The results indicate that, relative to the control group, the experimental group was more capable to do learning transfer in the context of the Electric Circuits theme;

• Learners in the experimental group were better able than the control group learners to transfer the skills they learned to a new situation, in this case with some concepts related to electric circuits;

• Learners in the experimental group were better able than the control group learners to transfer the skills they learned to a new situation, in this case with some concepts related to electric circuits.