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The Effect of Modes of Orientation Helping Information Presentation on Cognitive Load in Multimedia Learning

Author: WenYue
Tutor: LiuShiQing
School: Ningbo University
Course: Educational Technology
Keywords: Multimedia learning Targeted Help Presentation Cognitive load Learning effect
CLC: G434
Type: Master's thesis
Year: 2011
Downloads: 88
Quote: 0
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Abstract


Multimedia learning effect not only the interface information presented , taking into account the law of learners' cognitive multimedia environment . The poor design of multimedia teaching information will add to the cognitive load of learners , and provide appropriate help information can optimize the learner 's cognitive load . In this study, based on cognitive load theory , cognitive theory and dual coding theory of multimedia learning , through empirical research to explore multimedia learning oriented help information and its presentation on cognitive load , three experiments by two research composition. Experiment 1 investigated whether the directional information on cognitive load and learning effects test . Experiment 2 and 3 examine different orientation presentation help information on the size of the working memory capacity cognitive load and learning effects . The experimental results show that : ( 1) learning more difficult learning material and prior knowledge is more a lack of learners tips learned material orientation of the core content of help can increase the cognitive load of learners and learning by memory and migration test scores has a role in promoting ; ( 2) when the learner previously learned material knowledge of more material more easily when providing directional Help did not increase the cognitive load of learners ; best improve learners' the migration test scores ; ( 3 ) directed to help the general trend of the presentation to increase the impact of cognitive load : aural rendering the ( either object working memory capacity or words of working memory capacity) , followed by audiovisual presentations The worst visual presentation . ( 4 ) When the when learning image animation class multimedia materials , including extraneous cognitive load under the same conditions and object working memory capacity is large than small test higher cognitive load . Different words in working memory capacity subjects were no differences in the three cognitive load . ( 5 ) Three directional help the presentation of information in the learner 's memory and migration test scores were not significantly different . ( 6 ) object working memory capacity test , its memory was better than the small object working memory capacity were the different subjects two words in working memory capacity test results are not significantly different .

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