Examples of Principles that do NOT Promote Learning

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Examples of Principles that do not Promote Learning
In Personalization Principle:
  • Using a speech that is in formal style
  • Using a third person, passive voice
  • Lacking social cues that elicit a social response
  • Over personalizationUsing a machine-stimulated voice.
    • Ex: “hi dude”, “hang on to your hat and here we go” (p.188)
  • Using direct statementsLacking on-screen coach or visible author.
    • Ex: “Click the Enter key.” “Now use the quadratic formula to solve the problem.” (p.189)


In Segmenting and Pretraining Principles:
  • Overloading learners by presenting information in continuous manner.
  • Lacking the introduction of key concepts and vocabularies before presenting the procedure or information.

In Worked Examples:
  • Using worked examples that benefit novice learners to a person who already acquires the knowledge.
  • Not using any technique of psychological engagement such as self-explanation or collaborative explanation in worked examples.
  • Not having instructional explanations such as “help” button in worked examples.Violating contiguity principle when applying multimedia to worked examples.
  • Not using narrative text, video or animation to model examples. Worked example illustrates only the step-by-step procedure (described in text or audio with possible simple diagrams) to solve a math problem.Using too many or irrelevant visuals that make the screen appear cluttered.Using text and adding audio that repeats the text.
    • Ex: Illustrating a three step worked example of solving a two digit addition problem to a learner who can already perform the task.
    • Ex: Using multiple choice questions in a worked example.
    • Ex: Separating text steps from the relevant visual.
  • Using audio in situation where learner needs to look at words and work at his own pace.
  • Presenting many or all of the procedural steps on one page.
  • Showing a video in non-stop manner.
  • Selecting contents unfamiliar to learners when designing worked examples.
  • Using worked examples of same context to illustrate the same guidelines in teaching far transfer skills.



Reference:
Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer

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