Running head: CRITICAL ANALYSIS: COGNITIVE LEARNING THEORY

Critical Analysis: Cognitive Learning Theory

Interpretation of an article titled The Impact of Applied Cognitive Learning Theory on
Engagement with eLearning Courseware by W. Swann
Traci D. Hogrefe
California State University Monterey Bay

IST 511 Learning Theories

Dr. Nancy Lockwood
February 3, 2015

CRITICAL ANALYSIS: COGNITIVE LEARNING THEORY

Introduction
ELearning is becoming a more popular avenue for training and learning in the digital
age. Developers of eLearning software and educators alike can find value in research done on
best practices of course material delivery, learner motivation, and knowledge retention. The
experimental case study examining learner responses after completing a course developed by
an eLearning provider will be evaluating media combinations that comply with two learning
principles: Richard Mayers multiple representation principle and John Swellers splitattention principle.
The researcher, John Swann (2013), is interested in identifying if engagement is
influenced by applying the following two cognitive learning principles: The multiple
representation principle, which states that it is better to present an explanation in words and
pictures than solely in words (Mayer & Moreno, 2002); and the split-attention principle,
which states that when designing instruction, including multimedia instruction, it is important
to avoid formats that require learners to split their attention between, and mentally integrate,
multiple sources of information. (Ayres & Sweller, 2005).
Given the evolution of eLearning, the researcher, William Swan (2013), will want to
compare learner engagement using three different combinations of media used in 393
eLearning courses offered to 22,959 users. In line with the multiple representation principle
and split-attention principle, his two hypotheses, represented as equations, are as followed:
1st comparison

2nd comparison

FT + I < A + PT + I

A + FT + I < A + PT + I

Full text and images is less effective than

Full audio, full text, and images is less

partial text, full audio, and images

effective than partial text, full audio, and

images

CRITICAL ANALYSIS: COGNITIVE LEARNING THEORY

Where FT = full text, PT = partial text, I = images, and A = audio used in the eLearning
course.
Swans objectives are to determine how learner engagement is influenced through the
application of the cognitive learning principles by evaluating the pedagogical principles on
the basis of learner reactions to the designs (Swan, 2013) using post-course surveys.
In his quantitative research, Swann does not seem to have a strong bias in the matter,
but is scientifically researching theories addressed by cognitive learning theorists to reflect
effective pedagogical practices. Swan (2013) did not, however, include opposing research in
the presentation of the case study.
The researcher provided background knowledge and used previous research to make a
meaningful case for his hypotheses. Using research done on working memory and cognitive
learning theories, the researcher gathered and summarized research done by Baddeley (1986),
indicating that short-term memory is made up of two buffers that are partially independent
from one another; and Paivio that hypothesized the brain is composed of two separate
subsystems representing verbal and visual information (Clark & Paivio, 1991; Paivio, 1986).
This implies that the cognitive load can have a greater capacity if audio and imagery are
being used simultaneously. This research then connects to Mayer exploring multiple media as
more efficient in information storage (Mayer & Moreno, 2002). Baddeley (2000) referred to
text on the screen as not flowing into the visual memory buffer automatically, whereas audio
does. The audio buffer has a rehearsal component that repeats audio signals while they are
held in the short-term buffer. Visual text needs to process and turn into usable language, but
can take in shapes, colors, and positions more efficiently (Baddeley, 2000).
Methods
The study states that both quantitative and qualitative measures were addressed, but
there are no further details on the qualitative measures taken beyond this statement. The

CRITICAL ANALYSIS: COGNITIVE LEARNING THEORY

researcher tested the multimedia learning theory and split-attention theory in Comparison #1.
Whereas Comparison #2 solely addressed the split-attention theory, aligning with less is
sometimes more, a finding confirmed by Mayer et al. (Mayer et al., 1996; Swann, 2013).
Swann (2013) used a seven-point Likert-type scale survey administered at the completion of
each course to analyze user engagement. The following five statements were scaled on the
survey:
1. This course overall was a good training experience for me.
2. This courses content met my needs.
3. This course is applicable to my job or career development.
4. I will be able to use these skills right away at my job.
5. I would like to take another course.
The surveyed subjects were diverse and the group was a reasonable size (22,959), but the
subject number in each of the variables varied (FT + I = 4,305; A + PT + I = 14,893; and A +
FT + I = 3,761). Initially, the measurements showed statistical significance at the 95%
confidence level in the two-tailed t-tests for all areas, indicating both principles were sound.
The researcher then controlled for the course type: business skills, technical, and compliance
courses.
Technical courses were only involved in FT + I, so they were excluded in the comparison.
Compliance courses were administered in the A + PT + I format and the A + FT + I format.
Business skills courses were administered in all three combinations of media.
After comparing the courses by subject, the researcher took another more detailed step to
compare the validity of his findings. Swann used the information provided by learners on the
post-training surveys, identifying the learners reasons for taking the course. The learners
were allowed to check more than one box of the following four statements:

Assigned by my manager

CRITICAL ANALYSIS: COGNITIVE LEARNING THEORY

Assigned by a learning advisor

Required for compliance

Wanted to learn about this topic

Swan used the 67% of learners that only checked one box for the following analysis
comparing users motives for taking the course and those reactions to the different learning
media offered.
The research procedures were appropriate and described how the quantitative measures
were taken. Based on the researchers initial findings and his diverse collection of data, he
was able to investigate other factors affecting the results. By using all of his resources and
clearly providing the gathered information and procedure through text and tables, others
would be able to replicate his research if they wished. His qualitative research procedure,
however, was not as clear.
Research Results
According to Urschel et al. (2001), randomization of study participants is the most
basic issue of study methodology. In this study, the audience did not seem to be aware of or
affected by the differentiated groups. Since all of the subjects taking courses from this
particular eLearning provider were given a set of post-training surveys, the researcher did not
have to make an impact on the users, nor have direct contact with them. Furthermore, all
users were accounted for in the initial analysis, but were later removed from the final results
due to variables addressed in the research results and discussion.
The variables discussed in this research: FT + I, A + PT + I, and A + FT + I; were
addressed and compared (Comparison #1 and Comparison #2) in the initial analysis,
reflecting statistically significant values for variable A + PT + I, supporting the multiple
representation and split-attention principles in learner engagement. To control for the course
type, Swann broke down the averages to course type: business skills, technical, and

CRITICAL ANALYSIS: COGNITIVE LEARNING THEORY

compliance courses. Technical courses had to be taken out of the comparison as they were
only found using the FT + I variable. Compliance courses used A + PT + I and A + FT + I
media combinations (Comparison #2), and business skills courses were found using all three
variables (both Comparison #1 & #2).
When dissected, business skills were found to show significance for Comparison #1,
but little to no significant improved engagement in Comparison #2. However, when the
compliance courses were compared in Comparison #2, a dramatic difference was noted
based on course type (Swann, 2013). Swann (2013) suggested that this could be due to the
reason the audience took the course. Swann therefore used post-training surveys on users
incentive for taking the course.
Using 67% of the data gathered from the post-training surveys on users reason for
taking the course, Swann (2013) created table 9 below:

Swann, W. (2013). The impact of applied cognitive learning theory on engagement

with eLearning courseware. Journal of Learning Design, 6 (1), 61-74

CRITICAL ANALYSIS: COGNITIVE LEARNING THEORY

Integrating the hypotheses back into the research work, both comparisons (#1: FT + I < A +
PT + I, #2: A + FT + I < A + PT + I) were strongly reflected in the case of the broader
audience or non-intrinsic learners, which took the compliance courses. In both subjects and
comparisons, the volunteer learner group, did not experience as great as an engagement
improvement as groups that were assigned the course.
Discussion of Results
Table 2 & 3 compared engagement scores of all three media combinations into five
categories based on a seven-point Likert scale. Table 4 & 5: compared engagement scores by
course type. Table 6 & 7: compared engagement of Comparison #1 for business skills courses
by reason for taking the courses. Table 8 & 9: compared engagement of Comparison #2 for
business skills and compliance courses by reason for taking the courses. After the researcher
analyzed the results of the surveys in the various tables, he was able to find that the broad
pool of learners who are assigned or required to take courses experiences a large engagement
boost when moving from earlier design stages that made no audio available to advanced
design stages that use full audio and limited on-screen text (Swann, 2013). This result was
noticeable in the copied table above (Table 9).
The researchers explanation for the modest to no increased engagement in the
audience attending the business skills courses pertained to the intrinsically motivated learners
within that group. These learners may also find frustration in the inability to simply page
through courses of written text since important material is provided through the auditory
channel, therefore sometimes requiring more time (Swann, 2013).
However, the dramatic increased engagement in the audience attending the
compliance courses reflects meaningful results supporting the researchers work. The larger
pool of externally motivated learners, or learners that are required to take a course, have
substantial engagement improvements with new course designs. The results imply that

CRITICAL ANALYSIS: COGNITIVE LEARNING THEORY

instructional designers should utilize cognitive learning principles to broaden the reach of
eLearning courseware to more users.

CRITICAL ANALYSIS: COGNITIVE LEARNING THEORY

References
Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. The
Cambridge handbook of multimedia learning, 2.
Baddeley, A.D. (1986). Working memory. Oxford, UK: Oxford University Press.
Baddeley, A.D. (2000). The episodic buffer: A new component of working memory? Trends
in Cognitive Science, 4, 417-423.
Clark, J.M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology
Review, 3, 149-170.
Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning
and instruction, 12(1), 107-119.
Mayer, R.E., Bove, W., Bryman, A., Mars, R. & Tapango, L. (1996). When less is more:
Meaningful learning from visual and verbal summaries of science textbook lessons.
Journal of Educational Psychology, 88, 64-73.
Paivio, A. (1986). Mental Representations: A dual coding approach. New York: Oxford
University Press.
Swann, W. (2013). The impact of applied cognitive learning theory on engagement with
eLearning courseware. Journal of Learning Design, 6(1), 61-74.
Urschel, J. D., Goldsmith, C. H., Tandan, V. R., & Miller, J. D. (2001). Users guide to
evidence-based surgery: how to use an article evaluating surgical
interventions. Canadian Journal of Surgery, 44(2), 95.