Extraneous information in VS .NET

Create Data Matrix in VS .NET Extraneous information
Extraneous information
Data Matrix 2d Barcode Decoder In .NET Framework
Using Barcode Control SDK for Visual Studio .NET Control to generate, create, read, scan barcode image in .NET applications.
The inclusion of extraneous material also has presented problems for less knowledgeable students when using closed hypermedia. Although extraneous material is related to but irrelevant for understanding the multimedia presentation topic, it is often included in an attempt to increase learners interest and, therefore, their performance on learning measures (Mayer, Heiser, & Lonn, 2001). Mayer and colleagues (2001) presented college students who lacked knowledge for meteorology with a multimedia presentation detailing how lightning works, which either did or did not incorporate unnecessary video clips of lightning storms. Both presentations contained identical relevant animations and narrations. Results indicated that the extraneous material hindered learners ability to transfer relevant 259
Create Data Matrix 2d Barcode In .NET
Using Barcode encoder for Visual Studio .NET Control to generate, create DataMatrix image in .NET framework applications.
Malinda Desjarlais, Teena Willoughby, and Eileen Wood information to novel problem-solving situations. These researchers also found the same effect when video clips were substituted for verbalizations of interesting but irrelevant facts associated with lightning storms (Mayer et al., 2001). Mayer and colleagues suggested that the learners may have focused unsuccessfully on trying to relate the extraneous material to the relevant information in the multimedia presentation; as a result, they were unable to form a deep understanding for the material. It is possible that learners would avoid exposure to extraneous material if given the chance. Typically, as children get older their ability to ignore distractions or irrelevant responses increases (Dempster, 1981). Lawless and colleagues (2003) examined the relation between the amount of time that learners spent with extraneous material in a closed hypermedia environment and their level of domain knowledge. College students were instructed to navigate through a nonlinear and non-hierarchical hypermedia program to learn as much as they could about the topic. Although the program presented information primarily by using text, participants were given the option of accessing narration, animation, and video some of which were extraneous. Not only did less knowledgeable students spend more time with extraneous material in comparison to their highly knowledgeable peers, but they often viewed the irrelevant video clips multiple times (Lawless et al., 2003). Therefore, learners with little domain knowledge may not be able to distinguish between relevant and irrelevant information, in turn creating challenges for allocating cognitive resources.
Data Matrix ECC200 Scanner In .NET
Using Barcode scanner for Visual Studio .NET Control to read, scan read, scan image in .NET framework applications.
Temporal and spatial considerations
Barcode Creation In Visual Studio .NET
Using Barcode generation for .NET Control to generate, create barcode image in .NET framework applications.
Challenges associated with processing information not only arise because of what information is included in multimedia presentation but also how the information is organized. For example, Mayer and Anderson (1991) exposed college students to either a 45-second successive (animation then narration) or 30-second simultaneous multimedia presentation of the same animation and narration. Novice learners were able to create a greater proportion of solutions on the problem-solving transfer task when the information was presented at the same time rather than viewing the entire animation and then listening to the narration. The superior test performance associated with simultaneous presentation of material persisted even when learners viewed the successive presentation three times (Mayer & Anderson, 1992). Learners understanding of the material may be affected by the proximity between textual descriptions and their respective illustrations or animations. Moreno and Mayer (1999) tested whether proximity between text and animation was critical. Novice college students were presented with animation and corresponding textual descriptions. Those who were exposed 260
Decode Barcode In VS .NET
Using Barcode decoder for .NET framework Control to read, scan read, scan image in .NET framework applications.
Domain Knowledge and the Internet to descriptions physically close to the animation provided more accurate solutions on the problem-solving transfer test than those who were presented with descriptions far away on-screen from the animation. Therefore, the separation of information either by order of presentation or physical proximity impacts the formation of deeper understanding. Mayer and colleagues suggest that during the successive presentations, the learners were required to hold information they extracted from the animation in working memory, while either listening to the narration or searching for the corresponding description (Mayer & Anderson, 1991; Mayer & Anderson, 1992; Moreno & Mayer, 1999). Holding information in working memory requires cognitive resources; in such instances, therefore, less knowledgeable learners may no longer have sufficient resources to efficiently process the material, resulting in inferior learning. Although experts may be able to use their knowledge to compensate for a poorly designed multimedia presentation (Mayer, 2001), it is clear that less knowledgeable learners are challenged by poor presentations. Recall that these findings are based on research conducted in closed hypermedia environments. The Internet presents additional challenges that may exacerbate the limitations faced by less knowledgeable learners. For example, learners with limited domain knowledge may experience difficulty when using the Internet in selecting quality information from the vast amount of information available, or in identifying relevant information on the Internet (Symons & Pressley, 1993). Consequently, researchers have begun to investigate the learning outcomes of less knowledgeable learners after searching and retrieving information from the Internet in particular.
Drawing Data Matrix In C#.NET
Using Barcode encoder for .NET Control to generate, create Data Matrix 2d barcode image in VS .NET applications.
DataMatrix Generation In VS .NET
Using Barcode encoder for ASP.NET Control to generate, create ECC200 image in ASP.NET applications.
Barcode Maker In Visual Studio .NET
Using Barcode creation for VS .NET Control to generate, create bar code image in .NET applications.
GS1 - 12 Printer In VS .NET
Using Barcode creator for .NET Control to generate, create UPC-A image in .NET applications.
UPC-A Generator In VB.NET
Using Barcode encoder for Visual Studio .NET Control to generate, create UPC Symbol image in Visual Studio .NET applications.
Code 3/9 Maker In Java
Using Barcode generator for Java Control to generate, create Code39 image in Java applications.
Drawing DataMatrix In Java
Using Barcode generator for Java Control to generate, create DataMatrix image in Java applications.
Code 3/9 Drawer In .NET Framework
Using Barcode generator for ASP.NET Control to generate, create Code 39 image in ASP.NET applications.