Connections between Learning Styles and Perceived Cognitive Load in Multimedia Learning: An Experimental Study

Autor/inn/en	Çakiroglu, Ünal; Güler, Mustafa; Atabay, Melek; Güler, Maside
Titel	Connections between Learning Styles and Perceived Cognitive Load in Multimedia Learning: An Experimental Study
Quelle	In: Journal of Educational Technology Systems, 48 (2020) 4, S.553-573 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Çakiroglu, Ünal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/0047239519844509
Schlagwörter	Cognitive Style; Cognitive Processes; Difficulty Level; Multimedia Instruction; Student Attitudes; Auditory Perception; Kinesthetic Perception; Visual Perception; Undergraduate Students; Foreign Countries; Measures (Individuals); Computer Software; Computer Assisted Instruction; Turkey; Learning Style Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Multimediales Lernen; Schülerverhalten; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Kinaesthetic perception; Ästhetische Wahrnehmung; Visuelle Wahrnehmung; Ausland; Messdaten; Computer based training; Computerunterstützter Unterricht; Türkei
Abstract	This article reports on the influence of three modalities used in three versions of instructional software designed for different learning styles. Students having visual, auditory, and kinesthetic learning styles are grouped and experimentally investigated through three different versions of the software. The results indicated that cognitive load (CL) perceptions of auditory learning style students were significantly higher than the visual and kinesthetic ones. The sources of the CL were generally perceived similarly in the groups. However, some senses by Auditory and Kinesthetic Group students were remarkable in terms of inducing CL. The study concludes with suggestions for practitioners and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01