MML2 Quiz
Quiz by Justin Gole
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- Q1
What is one potential downside of many multimedia learning environments
All of the above
Might lead to lack of social agency
Might feel isolating or impersonal to students
Lack of physical presence with a human instructor
60s - Q2
What do recent studies suggest about the impact of conversational style instructional messages?
Conversational style instructional messages lead to better learning outcomes
Formal style instructional messages lead to better learning outcomes
Formal style instructional messages are superior to those in conversational style
Conversational style instructional messages have no impact on learning outcomes
60s - Q3
According to social agency theory, what is the key component of social response that motivates learners to engage in generative processing?
The presence of social cues
Learners' investment in making sense of the instructional message
Learners' investment in making sense of the instructional message
The instructor's investment in helping learners
60s - Q4
Which of the following is NOT one of the four types of social cues explored in the chapter for fostering generative processing in multimedia learning?
Text
Personalization
Image
Voice
60s - Q5
What is the personalization principle in multimedia learning?
People learn better when the instructor or on-screen pedagogical agents engage in human-like movement, such as using gestures, eye-contact, or facial expressions.
People do not necessarily learn better when the image of the instructor or a pedagogical agent is visible on the screen.
People learn better when multimedia lessons are presented in a human voice rather than computer-generated voice.
People learn better when multimedia lessons are presented in a conversational or polite style, rather than a formal or direct style.
60s - Q6
What is the embodiment principle in multimedia learning?
People learn better when multimedia lessons are presented in a human voice rather than computer-generated voice.
People learn better when the instructor or on-screen pedagogical agents engage in human-like movement, such as using gestures, eye-contact, or facial expressions.
People learn better when multimedia lessons are presented in a conversational or polite style, rather than a formal or direct style.
People do not necessarily learn better when the image of the instructor or a pedagogical agent is visible on the screen.
60s - Q7
What is one potential downside of many multimedia learning environments, and how can incorporating social cues address this downside?
The downside is that students may not be able to manage essential processing, and incorporating social cues can help them do so.
The downside is that students may feel anonymous or lack social agency, and incorporating social cues can create a feeling of social connection even when a human instructor is not physically present.
The downside is that students may not be able to reduce extraneous cognitive processing, and incorporating social cues can help them do so.
The downside is that students may not be able to engage in generative processing, and incorporating social cues can motivate them to do so.
60s - Q8
What was the central finding regarding the interaction between individual interest and presentation format?
High interest amplifies the effect of the formal presentation format.
The presentation format influences learning outcomes independently of individual interest.
Low interest leads to better results with a formal presentation format.
There is no interaction between individual interest and presentation format.
60s - Q9
Which group showed significantly better learning outcomes with a conversational presentation format?
Participants with very low interest.
Participants with very high interest.
All Participants.
Participants with medium interest (25th, 50th, 75th percentile).
60s - Q10
Why might personalization be less effective for learners with very low interest?
Low-motivated learners tend to ignore personalization.
Personalization is generally ineffective for low-motivated learners.
They may not be motivated enough to engage with the learning material.
They are already highly motivated.
60s - Q11
What do the results suggest regarding the application of personalized language in learning materials?
The effectiveness of personalized language is independent of interest.
Personalized language should only be used with very high interest.
Measuring individual interest is important before applying personalized language.
Personalized language is less effective with medium interest.
60s - Q12
In our presentation we utilized a robotic GIF that utilized the concepts behind the emobidement principle. Which of the following is the best way to improve this?
Change the colors to be lighter colors so they are less threatening
Use a picture instead of the GIF so it doesn’t move
Show the entire robots body, not just its upper body
Have the robot mimic human emotions with its face and gestures with its arms
60s
