Yin and Yang Cognitive Motivational Processes Operating in Multimedia Learning Environments

The purpose of this discussion is to make the point that the complexity and flexibility of multimedia instructional environments can be beneficial but may also bring a large and almost unrecognized danger. Instructional conditions associated with multi-media environments that both help and hinder student learning motivation are described. The first part of the presentation attempts to link research on complex learning and cognitive load on the one hand, and motivational variables that are necessary to support learning, on the other hand. Following Pajares (1996) the discussion engages in “inter-theoretical cross talk” (p. 569) and so draws freely on the many small theories and research hypotheses suggested by research in a variety of learning and motivation traditions, keeping in mind the cautions of Gery D’Ydewalle (1987) concerning the many problems with motivational constructs. Five hypotheses are suggested that attempt to explain why motivation for complex learning may sometimes be damaged by MMI instructional conditions that, for example, overload working memory and/or provide new learning strategies. H1. As cognitive load increases, mental effort increases linearly and positively. H2. Mental effort has an inverted U relationship with task self efficacy so that self efficacy decreases as task novelty increases and vice versa. H3. At the “efficacy threshold” effort stops and an automated cognitive “default” directs attention to different or novel goals. H4. As knowledge automates, mental effort decreases and learner overconfidence is a danger. H5. Persistence at a learning task is a positive, linear, multiplicative function of domain self efficacy, mood and task value. Below a “control threshold”, persistence stops and an automated default focuses attention on novel goals. An explanation for MMI features that may damage or aid learning is drawn from cognitive motivation research, specifically from expectancy-control theory and from cognitive learning theory. The purpose of the five hypotheses is to generate additional research to help explain the many kinds of mistakes and learning failures that are caused by links between motivational and learning processes. A “yin and yang” model is proposed to explain the learning failures associated with instruction in novel, declarative knowledge on the one hand and the use of more familiar, automated, procedural knowledge, on the other hand. It will be suggested that when motivational problems are encountered when learning declarative knowledge, they are caused by “yin processes” that substitute different, novel and unintended learning goals and strategies for the ones intended by MMI instructional systems. When motivation problems are encountered during procedural learning, they are caused by “yang processes” that elicit familiar, automated but unsuccessful learning goals and strategies for over confident students. Where research-based solutions are available for motivational problems, they are described.