A Research of Applying Cognitive Load Theory to Science Education Webpage

2012 ◽  
Author(s):  
Chia-Ju Liu ◽  
Yuan-Cheng Lin ◽  
Bao-Yuan Liu ◽  
Yu-Yi Chang
Keyword(s):  
Science Education ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Load Theory

A Research of Employing Cognitive Load Theory in Science Education via Web-Pages

2014 ◽  
Vol 4 (2) ◽  
pp. 19-34
Author(s):  
Yuan-Cheng Lin ◽  
Ming-Hsun Shen ◽  
Chia-Ju Liu
Keyword(s):  
Science Education ◽  
Cognitive Load ◽  
Eye Movement ◽  
Cognitive Load Theory ◽  
Control Mode ◽  
Modality Effect ◽  
Multimedia Presentations ◽  
Load Theory ◽  
Heat Effects ◽  
Movement Models

This study adopted Cognitive Load Theory (CLT) to investigate the influences of multimedia presentations on achievements of science learning and the correlations between eye-movement models under distinct multimedia combinations and learner-controlled modes. Three units from the Science Education Website set by the Ministry of Education (Tainan) to assist student learning were employed: Air and Combustion”, “Heat Effects toward Substances”, and “Healthy Diet.” This multifunctional website offers teaching resources, interesting experiments, inquiry experiments, virtual animations, multi-assessments, and supplementary materials, which are highly interactive and simulative. Six classes of fifth graders (n=192) participated in this study. Our findings showed that the combination of multimedia elements apparently influenced students' performance; the “animation + narration” group performed evidently better than the “animation + subtitles” group. When the animated subject matters were in small segments under the Segmentation Principle, multimedia presentations still brought affections to learning achievement, suggesting that the modality effect on students' learning exists constantly. Regarding the eye-movement models, this study focused mainly on discussing the “active-control mode” and “multimedia combination forms”. These eye movement data supplemented the evidences gained to identify the relevant results. In conclusion, inappropriate multimedia combinations may interfere with learning. More functions and information inputs do not guarantee better learning effects.

A Research of Employing Cognitive Load Theory in Science Education via Web-Pages

2015 ◽  
pp. 902-917
Author(s):  
Yuan-Cheng Lin ◽  
Ming-Hsun Shen ◽  
Chia-Ju Liu
Keyword(s):  
Science Education ◽  
Cognitive Load ◽  
Eye Movement ◽  
Cognitive Load Theory ◽  
Ministry Of Education ◽  
Multimedia Presentations ◽  
Teaching Resources ◽  
Load Theory ◽  
Movement Data ◽  
Movement Models

This study adopted Cognitive Load Theory (CLT) to investigate the influences of multimedia presentations on achievements of science learning and the correlations between eye-movement models under distinct multimedia combinations and learner-controlled modes. Three units from the Science Education Website set by the Ministry of Education (Tainan) to assist student learning were employed: Air and Combustion”, “Heat Effects toward Substances”, and “Healthy Diet.” This multifunctional website offers teaching resources, interesting experiments, inquiry experiments, virtual animations, multi-assessments, and supplementary materials, which are highly interactive and simulative. Six classes of fifth graders (n=192) participated in this study. Our findings showed that the combination of multimedia elements apparently influenced students' performance; the “animation + narration” group performed evidently better than the “animation + subtitles” group. When the animated subject matters were in small segments under the Segmentation Principle, multimedia presentations still brought affections to learning achievement, suggesting that the modality effect on students' learning exists constantly. Regarding the eye-movement models, this study focused mainly on discussing the “active-control mode” and “multimedia combination forms”. These eye movement data supplemented the evidences gained to identify the relevant results. In conclusion, inappropriate multimedia combinations may interfere with learning. More functions and information inputs do not guarantee better learning effects.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Investigating the Value of Process Books in the Design Process Using Cognitive Load Theory

2013 ◽  
Author(s):  
Lori B. Stone ◽  
Abigail Lundquist ◽  
Stefan Ganchev ◽  
Nora Ladjahasan
Keyword(s):  
Cognitive Load ◽  
Design Process ◽  
Cognitive Load Theory ◽  
Load Theory
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