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Generative Processing
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=='''Challenges'''== One challenge that faces learning designers is that they cannot control a learner’s motivation, which could be driven by their personal interests or even a likable teacher<ref name="Mayer" />. Designers must understand their audience; learners in a single classroom hold different prior knowledge and have different working memory, cognitive, and metacognitive abilities<ref name="Mayer" />. Further, Moreno and Mayer<ref name="MORENO AND MAYER" /> and Plass et al.<ref name="PLASS ET AL">Plass, J., Kalyuga, S., & Leutner, D. (2010). Individual Differences and Cognitive Load Theory. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive Load Theory (pp. 65-88). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511844744.006</ref> point out that studies utilizing principles such as multimedia, personalization, feedback, and reflection typically do not include measures of cognitive load. They acknowledge that some learners with higher levels of prior knowledge may not be as well-served by generative processing principles as such efforts may result in extraneous processing (see [[expertise reversal effect]]). Instructional materials can be created that account for this, but many multimedia principles that foster generative processing will rely on additional instructor support in order to be most effective. Therefore, instructor availability is also a possible limitation.
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