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Multimedia, Multitasking, and Content Type and their Impact on College Students’ Perceived Mental Effort
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, , , University of Illinois- Urbana, Champaign, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

An experimental study was conducted in a compulsory introductory food science and human nutrition course at a mid-western University with undergraduate students to determine the relationship between multimedia and content types on perceived mental effort and how multitasking impacts students’ perceived mental effort. Students (n=160) were randomized into one of three groups: Group A, Group B, and Group C. Each group was provided with different multimedia (text-only, audio + text, and video+ audio+ text) and content types (declarative knowledge, conceptual knowledge, and procedural learning). Results showed students who viewed declarative knowledge material in text-only format experienced significantly lower mental effort investment than when exposed to other multimedia and content types. Non-multitask students also indicated lower perceived mental effort investment. This study is important to identify effective ways to present instructional information in a manner that reduces students

Citation

Andrade, J., Bohn, D. & Huang, W.D. (2014). Multimedia, Multitasking, and Content Type and their Impact on College Students’ Perceived Mental Effort. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 97-102). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

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