Edgenuity Evaluation

Learning is a multifaceted process that is governed by a multitude of theories and principles that

describe how the brain processes, retains, and recalls information. Before use all multimedia resources

should be evaluated to determine how well they apply these theories and principles to have the greatest

effect on student learning and retention of information. Edgenuity is an online curriculum that provides

students with multimedia resources and assessments for learning a wide range of designated course

topics. Using research-based evidence this evaluation will show the positive and negative aspects of the

program and their effects on student learning. In this evaluation multiple multimedia theories and

principles will be referenced to provide a summary of the effectiveness of Edgenuity as it pertains to

Dual Coding Theory, Contiguity Effect, Cognitive Load Theory, Cognitive Information Processing, and

Schema Theory.

Delivery of information is extremely important how is it delivered and is it effective. Course curriculum

for Edgenuity is presented using audio and visual representations leading to the implementation of Dual

Coding Theory (Clark, J.M., & Paivio, A.,1991). Dual Coding Theory states that the incorporation of visual

and audio information simultaneously increase the acquisition of knowledge. Using Graphic 1 from the

program you can see the talking head is a pre-recorded video that provides instruction while

simultaneously presenting the information using graphic organizers and text. This presentation of

information also lends itself to the use of Contiguity Effect (Mayer, R.E., Sims, V.K., 1994) as it relates to

the Dual Coding Theory. In this program you can see the employment of the contiguity effect in how

video and audio information being presented concurrently allowing for both the verbal and nonverbal

channels of the brain to be accessed creating an additive effect towards encoding and long-term

memory recall.
Graphic 1

Incorporation of this program into the learning repertoire of students employs the use of Schema

Theory (Driscoll, M., 2005) as it pertains to activating prior knowledge and using advanced organizers.

Before the beginning of each assignment a summary is present acting as a cue to activate prior

knowledge and provide students with a check list of things that should have been learned before moving

forward with practice of the topic. Graphic 2 shows one screen of the recap of the information being

covered giving the student an opportunity to activate the recently stored information before practicing

the skill being taught. This incorporation will help students to properly encode the material to memory

as well as help make correlations for later memory recall.

Graphic 2
Both graphics 2 and 3 demonstrate the Schema Theory use of advanced organizers to establish a flow of

events throughout a process and a hierarchy of information in graphic 3. Graphic 3 demonstrates the

incorporation of anchoring ideas presented in a superordinate-subordinate relationship. Not only does

this provide for a visual cue for the recall of information but it also aids in correlation of information for

encoding.

Graphic 3

One negative aspect of the design of Edenuity lies in the presentation of the talking head video as it

pertains to Cognitive Load Theory (Kalyuga, S., 2010). Cognitive Load Theory is based on the concept of

making efficient use of cognitive processes, while remaining within its limits. Cognitive processing is not

a limitless function and Cognitive Load Theory focuses using it appropriately in order to promote

positive encoding of the information being presented. During the presentation of information Edgenuity

appears to simultaneously show two videos, one with text-based information and graphic organizers

and the other a talking head video. Using both videos simultaneously causes a split-attention effect

(Mayer, R.E. & Pilegard C., 2014) increasing cognitive load and decreasing the efficiency of the natural

cognitive processes. Graphic 4 shows the use of the talking head video while simultaneously presenting

information using graphic organizers and cuing. While viewing this screen attention is split while trying
to view both simultaneously. A more appropriate method of using the Cognitive Load Theory would be

to remove the talking head video while keeping the narration. This then would leave the visual channel

free to focus on the text elements and graphic organizers.

Graphic 4

An important aspect to consider for instruction such as this is that of Cognitive Information Processing

(Driscoll, M., 2005). While taking Cognitive Information Processing into account organization is stated to

aid in encoding of information to memory. Given the logical sequencing of the information students

more easily understand the information allowing for a lower cognitive load and easier encoding. In

reducing cognitive load Edgenuity successfully breaks information into smaller pieces to allow students

to encode smaller bits of information rather than one large bit. In graphic 5 you will see a progress bar

that requires the student to click from screen to screen once they have properly encoded the

information. This allows for student self-pacing so students can learn at their own pace.
Graphic 5

Graphic 6 shows the organization of the information as a brief snapshot of the course structure. You will

see that each topic has multiple subtopics to allow students to be able to correlate these subtopics to

the overarching theme of the unit or module.

Graphic 6

One key concept of Cognitive Information Processing (Driscoll, M., 2005) is the additive effect of practice

on encoding and recall of learned information. Upon further review of the program Edgenuity offers

several assignments for students to complete, some are graded and meant for practice before students

reach the graded assignments. Added practice also plays a role in increased automaticity of processes
and information therefore reducing the cognitive load for students as they begin to apply the

information as well as correlate it to future topics. Graphic 7 shows one of the practice assignments

that a student would use prior to completing a graded assignment, these are seen in each module and

help students to recall their learning and practice before receiving a major grade on assignments.

Graphic 7

Review of the Edgenuity learning program has delivered several anomalies both positive and negative

throughout the promotion of its use. Throughout the review one can view a positive influence brought

about by the inclusion of research-based theories and principles of multimedia instruction. During the

course of this evaluation we have seen evidence of a positive use of Dual Coding Theory allowing

students the opportunity to employ both audio and video elements throughout the instruction. Schema

Theory has a demonstrated presence in the program as it uses advanced organizers to effectively

activate prior knowledge. Also used was Cognitive Information Processing which appears to be applied

to the logical organization of information to properly aid encoding of new information. Many other

theories and effects were mentioned in this evaluation, the main one that I would have changed would

be the impact on Cognitive Load Theory. In order to improve this program my suggestion to the

designer would be to keep the audio instruction but to remove the talking head video. Making this
simple correction could drastically help students focus on the graphic instruction being presented. With

these observations taken into account I would offer a positive review of the program and give a positive

evaluation and count it as a good resource for students. Making the simple correction would then

classify it as an excellent online program for student learners.

References:

Clark, J.M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3,

149-210.

Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 91-182). Boston, MA: Allyn and

Bacon.

Kalyuga, S. (2010). Schema acquisition and sources of cognitive load. In J.L. Plass, R. Moreno, & R.

Brünken, Cognitive Load Theory (pp. 48-64). New York: Cambridge.

Mayer, R.E., Sims, V.K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-

coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.

Mayer, R.E. & Pilegard C. (2014) Principles for managing essential processing in multimedia learning:

segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), The Cambridge Handbook

of Multimedia Learning. (pp. 316-344). New York: Cambridge.