Coherence Analysis

The Coherence Principle

The Coherence Principle as explained by Clark and Mayer (2008) states, “we should avoiding adding any material that does not support the instructional goal” (pg 151). Examples of materials that are commonly added include sounds, extra text, and added graphics.  Clark and Mayer argue that we should not add them to our e-learning instructional material  because they harm the learning process.  There are three parts to the coherence principle.  In Coherence Principle one, unrelated background music and sounds may overload working memory, especially when the instructional goals include complex learning tasks, is presented quickly, or when the material is unfamiliar. Clark and Mayer (2008) explain that “the cognitive theory of multimedia learning assumes working memory capacity is highly limited and that background music and sounds can overload and disrupt the cognitive system” (pg 156).  In Coherence Principle two, we should avoid using unrelated graphic in e-learning.  These graphics can interfere with the learners ability to understand the material.  Decorative pictures, which are irrelevant to the theme of the lesson, are disruptive to the learning process and interferes with the learners ability to make sense of the material.  Not only are unrelated graphics harmful to the learning process,  but graphics that are too complex harm the learning process as well.  In a study conducted by Butcher, as cited in Mayer (2008), college students studied simple or complex graphics of the heart.  Students who studied the simpler graphics scored higher than those who studied the complex graphics on later assessments. Coherence Principle three tells us to avoid lessons with extra words. Words added for interest, to expand upon key ideas, or to add technical detail are proven to interfere with the process of learning. In another study conducted by Mayer, Heise, and Lonn, as cited in Mayer (2008), unnecessary words were used within the lesson.  They found that students who did not hear the added narration did significantly better than those who did.  

When I think back to my own experiences using Powerpoint, I can honestly say that I’m guilty of breaking almost every principle of multimedia learning.  The Coherence principle is no exception.  I’ve added extra text to expand on a concept thinking that I would help students understand the material better.  Or, I would add a picture for decorative purposes to spice up the “look” of my presentation, not thinking that in the end I was actually taking away from the learning process. In addition, I’ve spent countless amounts of time searching for graphics that were more complex, thinking they would help my students to engage and contemplate more deeply about the content.  In reality though, those complex graphics depressed the ability of my students to learn the concepts at a deep level.  It’s much better to present complex content with graphics that are simpler.  If a complex graphic is needed, it’s much better to present the graphic in a sequence with detail added upon every new graphic presented.

Overloading visual and auditory channels is a theme that runs through each of the principles of multimedia.  Not only should we not overload one channel with too much information we should not overload either channel with material that is unnecessary.  Clark and Mayer (2008), point out that  the knowledge construction view is based on three principles,  Those principles include the idea that humans have dual channels; visual and auditory, we have a limited capacity; we can process only a few pieces of information in each channel at one time, and we attend, organize, and integrate material in specific ways; through active processing. It’s important for  creators of e-learning material to be sensitive to each one of the scientifically researched aspects of human learning in such a way as to not overload any one channel.  In particular if the information being presented is new, complex in nature, and being presented quickly.  

So far, I’ve learned about a few principles of e-learning such as the Multimedia principle, which tells us we should use words and graphics rather than words alone.  Contiguity tell us to align words to corresponding graphics.  Modality tell us to present words as audio narration rather than on-screen text.  The redundancy principle tells us to explain visuals with words in audio or text, not both.  And finally the coherence principle tell us that  adding extra material can hurt learning.  According to the aforementioned principles of e-learning, I wondered what constitutes the perfect multimedia presentation?  So far, I can conclude that a good presentation would include a graphic to represent the content, narration to explain the meaning of the graphic, sounds or any extra graphics would need to line up with the instructional goal, and if the graphic is complex it must be presented and explained as a schematic.  

The coherence principle does have uncertainties though. This can be shown in my own classroom where I specifically remember a song I play to help students remember a belt of volcanism called the Circum Pacific belt or The Ring of Fire. I play an old Johnny Cash song called Ring of Fire for students as they enter the room, and I also play it when my presentation is finished.  I believe because I play that song it helps them to remember the scientific reasons for the song.  That song has nothing, other than the name, to do with volcanoes.  In a testing situation, students will begin to hum the tune of Ring of Fire, if I ask them a question about it.  In this situation, I believe this song has added interest for learners without taxing the cognitive load theories presented by Clark and Mayer.    

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 2nd edition. Pfeiffer: San Francisco, CA

Butcher, K.R. (2006).  Learning from text with diagrams: Promoting mental model development and inference generation.  Journal of Educational Psychology, 98, 182-197.  

Mayer, R.E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding.  Journal of educational psychology, 93, 187-198.