Abstract
This study investigated the interaction effect between instructional methods and instructional multimedia based on the Cognitive Load Theory (CLT) in the E-Learning setting. The overall cognitive load can be categorized into intrinsic, extraneous, and germane cognitive loads. Learning time, learning gain, and instructional efficiency were collected as major measurements. Introductory physiology concepts were the subject matter for the content lesson and treatments. Two-way ANOVA based on 165 participants found no interaction effect between methods and multimedia. But the main effect was yielded by instructional methods. One-way ANOVA suggested that instructional method's effect on the germane cognitive load was only observable when instructional multimedia largely lowered the extraneous cognitive load. The results empirically implied that E-Learning designers should focus more on instructional methods' design than on the instructional multimedia when resources are limited.
Original language | English (US) |
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Title of host publication | Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education |
Editors | Thomas Reeves, Shirley Yamashita |
Publisher | Association for the Advancement of Computing in Education (AACE) |
Pages | 1232-1239 |
ISBN (Print) | 978-1-880094-60-0 |
State | Published - Oct 2006 |
Keywords
- Cognition
- Multimedia
- Interaction
- Instructional Design
- Educational Technology