How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

Abstract

The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.

How university instructors apply the design principles for electronic courses: a comparative study based on Richard Mayer's model on multimedia learning

“…Research findings support the usefulness of this theory in instructional design in various fields like academic achievement (Almasseri and AlHojailan, 2019), vocabulary training (Kanellopoulou et al, 2019), biology (Satyaprakasha and Sudhanshu, 2014), early childhood education (Shilpa and Sunita, 2013), English education (Shyamlee and Phil, 2012;Zhen, 2016), foreign language education (Almekhlafi, 2006;Amine et al, 2012;Zhang and Zhao, 2013), mathematics (Malik and Agarwal, 2012;Milovanovic et al, 2013), social studies (de Sousa et al, 2017), students with learning disabilities (Greer et al, 2013), vocational military training (Bradbeer and Porter, 2017), technical training (Stebila, 2011) and even in digital initiatives of libraries especially open educational resources (OER) (Theimer, 2019). The scope of these studies concerning disciplines and content areas shows the emerging importance of this theory.…”

“…They found that a short narrative animation does not depend on learners' prior knowledge. Almasseri and AlHojailan (2019) studied the effect of a reverse classroom approach designed based on CTML on academic achievement and showed a positive effect on the learning levels of the experimental group due to Bloom's higher thinking skills, i.e. application, analysis and evaluation.…”

The Effect of Google Classroom Assisted Learning on Interest among form Six Economics Students

“…Much past research has proven that virtual collaborative learning also improves student achievement. Active learning is better than conventional learning approaches (Alsadoon, 2020;Chan et al, 2020;Mozahem, 2020;Chen et al, 2018;Lento, 2016;Olelewe & Agomuo, 2016) especially to weaker students (Almasseri & AlHojailan, 2019). Apart from the development of academic achievement, this learning approach also contributes to the development of social, psychological, and assessment aspects (Laal & Ghodsi, 2012;Sharifah Nadiyah et al, 2015).…”

Comprehensive evaluation of the use of technology in education – validation with a cohort of global open online learners

“…To evaluate the use of technology in educational contexts, scholars have used a wide variety of instruments to measure a range of different aspects within the learning environments being studied. Of course, learning is often evaluated in terms of the extent to which specific disciplinary outcomes are met, for instance as part of multimedia learning studies (e.g., Almasseri & AlHojailan, 2019 ; Kühl & Zander, 2017 ; Shamim, 2018 ). Additionally in terms of learning, researchers often examine the degree of cognitive load that is imposed in technology-mediated learning environments through instruments derived from the Paas ( 1992 ) Mental Effort Scale (e.g., Craig & Schroeder, 2017 ; Larmuseau et al, 2020 ; Wang & Antonenko, 2017 ).…”