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

Xiao-zhu, Zhang; Zhang, Xiurong; Yang, Xiaoming

doi:10.12973/eurasia.2016.02308a

Cited by 7 publications

(6 citation statements)

References 17 publications

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“…The use of multimedia is a background of the human cognitive theory whih can be able to give the effect in remembering information easily which is processed through the message [3] [4]. Multimedia provide facility and easiness in serving the information for the students in learning process and obtain the optimal learning result so it is effective to be used in the learning process [5] [6].…”

Section: Introductionmentioning

confidence: 99%

The Effect of The Using of Learning Multimedia and Motivation to The Result of Arabic Learning

Yasin¹,

Husain²

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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this research aims to know the influence of the using of learning multimedia and motivation to the result of students' Arabic learning in the class. The research method used in this research was an experiment research by using treatment with levels designs 2x2, data were collected through the test and motivation questionnaire. The data analysis in this research used variance analysis test (ANAVA) in two directions (2x2) by using F test on the significance level α=0,05 and an advance test by using Scheffe test. The result of the research showed that the students who learned by using learning multimedia had higher average scores than compared with the students who didn't use learning multimedia. Study motivation of students who learned by using learning multimedia had average scores which were higher than the students who didn't use learning multimedia in their learning process in the class. There were influences of interaction between the using of learning multimedia and motivation to study to the learning result of students' Arabic learning. At the group of students who had high learning motivation, the result of students' Arabic learning which used learning multimedia was higher than the result of students' Arabic learning which didn't use learning multimedia.

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Section: Introductionmentioning

confidence: 99%

The Effect of The Using of Learning Multimedia and Motivation to The Result of Arabic Learning

Yasin¹,

Husain²

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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“…STEM education is seen as effective in equipping students with the necessary skills to navigate the challenges of the 21st century, as it necessitates pupils to actively recreate knowledge (Lüsse et al, 2022), collaborate (X. Zhang et al, 2016), solve problems, learn through designing, carry out construction, and use technology. STEM education aims to create students who are STEM literate by developing 21st-century skills (Eliyawati et al, 2023;Kaniawati et al, 2019;Samsudin et al, 2016).…”

Section: Literature Review 21 Greenhouse Effectmentioning

confidence: 99%

Prototype of Greenhouse Effect for Improving Problem-Solving Skills in Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD): Literature Review, Bibliometric, and Experiment

Solihah,

Kaniawati,

Samsudin

et al. 2023

Indonesian J. Sci. Technol

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This research aims to improve problem-solving abilities regarding the greenhouse effect using project-based learning methods supported by Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD)-based teaching materials. The study was conducted in multiple phases: (i) utilizing a pretest to gauge students' prior knowledge, (ii) employing the project-based learning approach to teach the greenhouse effect, and (iii) assessing students' final knowledge (with a posttest). The research was completed with the observation of temperature variations in a greenhouse prototype. Students monitored and recorded temperature changes over time. Students' problem-solving abilities increased significantly after being treated using project learning assisted by STEM-ESD teaching materials, imparting more information through the media by stimulating students' curiosity and interest in science subjects.

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“…Content organization is an aspect that requires careful planning so that instruction satisfies the IMD guidelines. The aim of such attention is to manage students' intrinsic cognitive processing (Zhang et al 2016). This is particularly exemplified through the application of the principles of segmentation, pre-training, and modality during the planning and enactment of the teaching plan.…”

Section: Attending To Content Organization and Presentationmentioning

confidence: 99%

Managing Cognitive Resource Expenditure and Fostering Creative Thinking in Biology Teaching Guided by Instructional Message Design

Orbeta¹

2022

Philipp J Sci

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The mechanisms within the human cognitive architecture are an integral part of studies that involve knowledge acquisition, teaching approaches, and multimedia instructional design. However, there are limited investigations of these constructs in the context of learning biological concepts, particularly in actual classes. This study examined the effectiveness of a pedagogical intervention guided by instructional message design (IMD) principles in minimizing cognitive overloading while fostering creative thinking among high school biology students. It utilized a quasi-experimental approach and adopted the two-group repeated measures design. The study involved a total of 61 Grade 11 students from two comparable intact groups. The experimental group experienced IMD-guided biology teaching for a unit of instruction that lasted for 8 wk, totaling 10 class sessions. Data analysis through mixed ANOVA indicated that IMD-guided biology teaching was effective in lowering cognitive resource expenditure (CRE), whereas a one-way ANCOVA showed that the intervention was effective in enhancing student creative thinking. Also, analyses confirmed a negative relationship between CRE and creative thinking. The findings of this research have important implications for instructional design decisions and the development of biology instructional materials that are adapted across varied learning modalities. The use of IMD-guided biology teaching as a cognitive load-based intervention could facilitate the effective learning of complex biology topics by thoughtfully attending to the basic pedagogical components: content, teaching methodology, and instructional materials.

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

Cited by 7 publications

References 17 publications

The Effect of The Using of Learning Multimedia and Motivation to The Result of Arabic Learning

The Effect of The Using of Learning Multimedia and Motivation to The Result of Arabic Learning

Prototype of Greenhouse Effect for Improving Problem-Solving Skills in Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD): Literature Review, Bibliometric, and Experiment

Managing Cognitive Resource Expenditure and Fostering Creative Thinking in Biology Teaching Guided by Instructional Message Design

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