Consider a focused more is more approach combining minimized extraneous processing with prompts for generative processing¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because the less is more approach of applying signaling, contiguity, and coherence principles did not improve learning, the authors suggest that benefits of increasing processing in a useful way (generative processing) were not considered. They propose "a 'focused more is more' approach, in which students are prompted to engage in generative processing and materials are designed to minimize extraneous processing, would be more beneficial for students." This strategy pairs extraneous-processing reduction with active generative engagement.

Design Implications¶

Context¶

Requirements¶

• Materials must both minimize extraneous processing and include prompts that elicit generative processing

Constraints¶

• This is the authors' forward-looking suggestion, not a tested manipulation in this study

Target Learners¶

• middle-school students learning from text and visuals

Target Learning Goals¶

• mathematics learning from multiple representations

Related Strategies¶

• Multimedia Design
• Reducing Distractions
• Signaling

Examples¶

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Key Sources¶

• Clinton, V., Cooper, J.L., Michaelis, J., Alibali, M.W., & Nathan, M.J. (2017). How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking. In Eye-tracking technology applications in educational research (pp. 195-218). IGI Global. https://eric.ed.gov/?id=ED574984. doi:10.4018/978-1-5225-1005-5.ch010