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Generative Processing
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=='''Overview'''== The [[Cognitive Theory of Multimedia Learning]] posits that, in order for meaningful learning to occur, the learner must be able to select material to process, organize that material into a verbal or pictorial representation, and integrate those representations with prior knowledge<ref name="Mayer">Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 43–71). Cambridge: Cambridge University Press.</ref>. During the learning process, there are three demands on cognitive capacity: extraneous processing, during which a learner is distracted by irrelevant material, essential processing, occurring when the learner is able to select material and hold it in working memory, and generative processing, which occurs when the learner is motivated and able to make sense of the selected material by reorganizing and integrating it with existing knowledge<ref name="Mayer" />. Generative processing occurs when a learner is able to make connections between what is being learned with what they already know and is supported by activity that prompts learners to take a more active role in engaging with the material. One of three assumptions within the Cognitive Theory of Multimedia Learning that describe the different ways learners receive and interact with material, the active processing assumption holds that learners are served well by active learning opportunities, rather than passively receiving information as, for example, a computer holds a saved text or image file<ref name="Mayer" />. By offering such generative learning activities, students may be more [[Motivation Theory|motivated]] to engage with the material in order to build mental models, or schemas<ref name="Mayer" />. Several principles have been identified to support generative processing during learning. When implemented well, they can help the learner manage cognitive load. [[Cognitive Load Theory]] suggests three categories of cognitive load: intrinsic, extraneous, and germane. Moreno and Mayer explain that these categories should be taken into consideration when designing multimedia learning and that learning environments should aim to reduce cognitive load expended on extraneous information, help students understand what material should be selected, and support the integration of that selected material within existing knowledge<ref name="MORENO AND MAYER">Moreno, R., & Mayer, R. (2010). Techniques That Increase Generative Processing in Multimedia Learning: Open Questions for Cognitive Load Research. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive Load Theory (pp. 153-178). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511844744.010</ref>. A goal for instructional designs should be to decrease extraneous load to increase working memory resources, which, in turn, will increase germane load and support learning<ref name="PASS AND SWELLER">Paas, F., & Sweller, J. (2014) Implications of Cognitive Load Theory for Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 27-42). Cambridge: Cambridge University Press.</ref> through generative processing. The Cognitive Theory of Multimedia Learning suggests several principles that foster generative processing, including, but not limited to, [[Personalization Principle|Personalization]], [[Reflection Principle|Reflection]], [[Self-Management Principle|Self-Management]], [[Emotion Design Principle|Emotional Design]], and [[Learner Control Principle|Learner Control]]. Learning designers should consider such principles when designing content as ways to actively engage learners with the material.
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