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The Influence of Presentation Format and Knowledge Type on Mutimedia Learning

Author: WuLiangLiang
Tutor: ZhuXiaoBin
School: Hangzhou Normal University
Course: Developmental and Educational Psychology
Keywords: Multimedia learning Presentation Types of knowledge Cognitive load
CLC: G434
Type: Master's thesis
Year: 2011
Downloads: 89
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Abstract


In today's increasingly common multimedia teaching, educators need to explore one of the important issues of how to improve the effect of multimedia learning. The study is based on the theory of cognitive load, presentation and knowledge type angle from the material to explore multimedia learning how to improve student learning, designed to promote learning effect and in accordance with the results of the study, the validity of this design after The study has been confirmed. In this study, designed three experiments. The experiment aims to compare different presentation Learners differences and analysis of the results from the cognitive load indicators. The first experiment with a single factor and three levels of experimental design. Independent variables as the material presentation contains text sound picture sound and animation voice. The dependent variable for the test results, reaction time, mental effort evaluation and material difficulty evaluation. The test scores are the indicators to measure the learning effect, reaction time, the evaluation of mental effort and material difficulty evaluation measure extraneous cognitive load of learners, intrinsic cognitive load and associated cognitive load. The second purpose of the experiment is the presentation of comparative material impact on the effect of different types of knowledge and learning, and also from the point of view of the cognitive load analysis. In this study, the two types of knowledge (declarative knowledge, procedural knowledge) × presentation (text sound, picture sound, animation, sound) subjects design. Due to variables with the same experiment. Experiments 1 and 2 proved an important role in the learning of the associated cognitive load in Experiment III study aimed to let the trial with a problem learning method, the possibility of increasing the associated cognitive load of learners, and to facilitate their learning . The third experiment presented problem is the types of knowledge (declarative knowledge, procedural knowledge) × 2 (rendering problems, does not exhibit the problem) subjects design. Text sound presentation declarative knowledge, procedural knowledge to use animated sound presentation. The above study with the same dependent variable. The experimental results show that: 1. Intrinsic cognitive load is the material itself has a different presentation not affect the intrinsic cognitive load. Material presentation of external cognitive load has a significant effect. The animation voice rendered extraneous cognitive load have the highest picture sound rendering and text sound rendering extraneous cognitive load is low, the minimum of extraneous cognitive load picture sound rendering. Associated cognitive load and learning effects between proportional relationships, showing the way and knowledge of the type of the associated cognitive load there was an interaction. Declarative knowledge learning, the best group of text associated cognitive load highest learning effects, animation and pictures related cognitive load is low, poor learning outcomes; procedural knowledge learning, the animation group associated cognitive load highest learn best text group and the group of pictures related cognitive load is low, poor learning outcomes. By letting the trial with a problem learning can effectively increase the associated cognitive load, and promote learning effect.

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