Interaction Effect of Instructional Methods and Instructional Multimedia in the E-Learning Setting: Manipulating the Cognitive Load Measured by Instructional Efficiency

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish (US)
Title of host publicationProceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
EditorsThomas Reeves, Shirley Yamashita
PublisherAssociation for the Advancement of Computing in Education (AACE)
Pages1232-1239
ISBN (Print)978-1-880094-60-0
StatePublished - Oct 2006

Keywords

  • Cognition
  • Multimedia
  • Interaction
  • Instructional Design
  • Educational Technology

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