The interaction effect between instructional methods and instructional multimedia: A cognitive load approach
Abstract
The interaction effect between instructional methods (instructional drill and instructional analogy) and instructional multimedia (text and picture) was investigated in this study based on the Cognitive Load Theory. Instructional efficiency was measured as the main dependent variable. There were 165 college students divided into one control group and four experimental groups to participate in the study. Learning time, learning gain, self-reported mental effort, motivation level, and self-monitoring level were collected in two weeks via web-based platforms. Introductory physiology concepts were used as the subject matter to develop the pre-test, content lesson, and the post-test. Two-way ANOVA suggested that no interaction effect was found but the main effect was yielded by instructional methods. One-way ANOVA amongst all groups suggested that the germane cognitive load was increased by reducing the extraneous cognitive load. In other words, instructional method's effect was only observable when instructional multimedia substantially reduced the extraneous cognitive load, which indirectly supported the hypotheses on the interaction effect. The study further implied that instructional designers should focus more on the design and development of instructional methods when resources are limited since the variation of instructional multimedia alone did not yield significant effect on all dependent variables.
Degree
Ph.D.
Advisors
Newby, Purdue University.
Subject Area
Educational psychology|Educational software|Curricula|Teaching
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.