A Study of the Effects of Multimedia Dynamic Teaching on Cognitive Load and Learning Outcome

Autor/inn/en	Zhang, Xiaozhu; Zhang, Xiurong; Yang, Xiaoming
Titel	A Study of the Effects of Multimedia Dynamic Teaching on Cognitive Load and Learning Outcome
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 11, S.2851-2860 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.02308a
Schlagwörter	Outcomes of Education; Cognitive Processes; Difficulty Level; Multimedia Instruction; Short Term Memory; Information Technology; Integrated Activities; Learning Activities; Instructional Materials; Formative Evaluation; Summative Evaluation; Pretests Posttests; Quasiexperimental Design; Foreign Countries; Statistical Analysis; Regression (Statistics); Correlation; Experimental Groups; Control Groups; College Students; China + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Multimediales Lernen; Kurzzeitgedächtnis; Informationstechnologie; Integrierender Unterricht; Lernaktivität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Statistische Analyse; Regression; Regressionsanalyse; Korrelation; Collegestudent
Abstract	The statistics reveal that about many students have learning difficulties. For this reason, appropriate curricula and materials should be planned to match with multimedia teaching design in order to reduce students' learning frustration and obstacles caused by insufficient experiences and basic competence. Multimedia dynamic, a curriculum oriented teaching instrument combined with cognitive psychology, cognitive load theory, and multimedia teaching theory, could easily attract students' attention in the performing process so as to guide the learning, reduce the load of working memory, and further reduce the cognitive load. With multimedia dynamic presentation, teachers could design materials matching with class teaching for the attention guidance to help students actively search, select, and organize information, reduce the load of working memory and cognitive load, and enhance the learning effect. It is expected to apply multimedia dynamic teaching to attention guidance in this study. Under the principle of material design, multimedia dynamic teaching is regarded as the design subject and three classes are proceeded the teaching experiment. The results show that including images into structural text information presents significant effects on students' learning outcome and the reduction of cognitive load. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01