You are here:

Multimedia Use in Higher Education in the UAE: A Cognitive Load Theory Perspective
ARTICLE

, , Zayed University, United Arab Emirates

Journal of Educational Multimedia and Hypermedia Volume 21, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The study investigates the use of different multimedia instructional design formats on learning. Undergraduate students from the College of Education at a public university in the United Arab Emirates were randomly assigned to groups corresponding to six instructional design formats, namely; Listen Only, Read Only, Read+ Listen, Listen + Graphics, Read + Graphics, or Listen + Read + Graphics. A pretest was administered to test student prior knowledge of a lesson on lightning. During acquisition, students received instructions specific to the instructional format they were assigned to. For example, students in the Read Only group received written materials only while those in the Listen Only group received auditory materials only. Students were then given a test task related to the materials that were presented during acquisition. Based on cognitive load theory, it was hypothesized that different instructional design formats will result in different performances. In other words, at least some students would not benefit from multimedia learning materials because of extraneous cognitive load that was caused by the instructional format in which the material was presented. The results of an analysis of variance yielded statistically significant differences in performance between the six groups with the read only group scoring highest.

Citation

Moussa-Inaty, J. & Atallah, F. (2012). Multimedia Use in Higher Education in the UAE: A Cognitive Load Theory Perspective. Journal of Educational Multimedia and Hypermedia, 21(2), 127-142. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.