Graphic Design Principles In Multimedia Learning And Cognitive Load

Explanation
The statement is true because the sensory register is the first stage in the human memory system. It is responsible for receiving information from the environment through our senses. This information is then briefly stored in the sensory register before being processed and transferred to the short-term memory. Therefore, for any information to be processed and stored in our memory, it must first be recognized by the sensory register.

Explanation
Short-term memory and working memory are often used interchangeably to describe the same cognitive process. Both refer to the temporary storage and manipulation of information in the mind. This type of memory has a limited capacity, meaning that it can only hold a small amount of information for a short period of time. It is an essential component of cognitive processes such as problem-solving, decision-making, and comprehension.

Explanation
Adding a variety of text font colors, styles, and headings randomly in one slide/page is more likely to promote extraneous cognitive load. This is because the random use of different fonts, colors, and styles can distract the audience and make it harder for them to focus on the main content of the slide/page. It is generally recommended to use consistent and visually appealing design elements that enhance understanding and retention of information.

Explanation
Using a chunking strategy, limiting one main idea per page/slide, and inserting a summary table are all strategies that are more likely to lower the cognitive load and promote cognitive processes. Chunking involves breaking down information into smaller, more manageable chunks, which makes it easier for the brain to process and remember. Limiting one main idea per page/slide helps to prevent overwhelming the learner with too much information at once. Inserting a summary table provides a visual representation of key points, allowing for easier understanding and retention of information.

Explanation
Intrinsic cognitive load refers to the inherent difficulty of a task or concept. It is determined by the complexity and novelty of the information being presented. This load is considered to be immutable because it cannot be changed or controlled by the instructor. The instructor can only control the extraneous cognitive load, which is caused by ineffective instructional design or presentation. Therefore, the statement that intrinsic cognitive load is difficult to be controlled by the instructor is true.