I need an analysis of the following information provided… Clark, R. E., & Feldon, D. F. (2014). Ten common but questionable principles of multimedia learning. In: R. Mayer, R. (Ed.). The Cambridge handbook of multimedia learning. (pp. 151-173). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO*******547369.009 ——————————————————————————- The goals of the chapter Ten Common but Questionable Principles of Multimedia Learning by Richard E. Clark and David F. Feldon is to provide evidence that each of the 10 principles based on Cognitive Theory is problematic. These studies produce the opposite results and suggest alternative inferences that are established on evidence-based explanations. Moreover, multimedia is still a media like radio or television. The authors in a constructivist viewpoint emphasize that these are tools or vehicles that deliver the instruction and adequate instructional design is needed to dictate the benefits of learning and motivation. The questionable beliefs are that multimedia “(1) yields more learning than live instruction or older media; (2) is more motivating than other instructional media; (3) provides animated pedagogical agents that aid learning; (4) accommodates different learning styles and so maximizes learning for more students;…(5) facilitates student-managed constructivist and discovery approaches that are beneficial to learning…(6) autonomy and control over the sequencing of instruction; (7) higher-order thinking s******s; (8) incidental learning of enriching information; (9) interactivity; and (10) an authentic learning environment and activities.” The cognitive viewpoint is that learning involves the integration of events into an active storage system since there are many mental processes that enable individuals to learn and to use knowledge. From a statistical perspective, in most of the questionable principles, the actual situations need to be studied as most of the principles have lurking variables. Lurking variables are other variations that can impact the theorems. For instance, the questionable principle 5: “Multimedia Instruction Facilitates Student-Managed Constructivist and Discovery Approaches That Are Beneficial to Learning” has a variable, student’s prior knowledge, that skews the results, and ******deal ******ning environments for experts and novices differ: while experts often thrive without much guidance, nearly everyone else thrives when provided with full, explicit instructional guidance….”(Clark, Kirschner,& Sweller, 2012, p. 6) Furthermore, in educational studies, words such as learning motivation, high-order of thinking, interactivity, and anxiety are terms hard to define making these studies vulnerable and easily manipulated to promote certain ideologies. Patterns, statistics, and studies can misinform or can inform. Clark and Feldon are questioning these multimedia principles and offering contrasting views. Each individual difference including prior knowledge and general ability can influence these studies, and the “root of many of these questionable principles is the confusion between, medium, individual differences, information, or instructional content, and instructional method (Clark, 2012).” Along with the multimedia principles, other past claims have been made with nearly all media that has been used. As with other media that have been developed such as radio, movies, television, etc., mistaken beliefs about its potential and achievements are commonplace. Clark and Feldon are looking for evidence from other colleagues that multimedia “cannot be duplicated in another medium with equal learning benefits.” Thus, since this is just another form of media, they contest the beneficial claims regarding learning and motivation.