![](https://editlib-media.s3.amazonaws.com/sources/JEMH.jpg)
Multimedia Use in Higher Education in the UAE: A Cognitive Load Theory Perspective
ARTICLE
Jase Moussa-Inaty, Fida Atallah, Zayed University, United Arab Emirates
Journal of Educational Multimedia and Hypermedia Volume 21, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The study investigates the use of different multimedia instructional design formats on learning. Undergraduate students from the College of Education at a public university in the United Arab Emirates were randomly assigned to groups corresponding to six instructional design formats, namely; Listen Only, Read Only, Read+ Listen, Listen + Graphics, Read + Graphics, or Listen + Read + Graphics. A pretest was administered to test student prior knowledge of a lesson on lightning. During acquisition, students received instructions specific to the instructional format they were assigned to. For example, students in the Read Only group received written materials only while those in the Listen Only group received auditory materials only. Students were then given a test task related to the materials that were presented during acquisition. Based on cognitive load theory, it was hypothesized that different instructional design formats will result in different performances. In other words, at least some students would not benefit from multimedia learning materials because of extraneous cognitive load that was caused by the instructional format in which the material was presented. The results of an analysis of variance yielded statistically significant differences in performance between the six groups with the read only group scoring highest.
Citation
Moussa-Inaty, J. & Atallah, F. (2012). Multimedia Use in Higher Education in the UAE: A Cognitive Load Theory Perspective. Journal of Educational Multimedia and Hypermedia, 21(2), 127-142. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/39167/.
© 2012 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Allport, D., Antonis, B., & Reynolds, P. (1972). On the division of attention: A disproof of the single channel hypothesis. Quarterly Journal of Experimental Psychology, 24, 225-235.
- Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The Psychology Of Learning
- Bartlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge, UK: Cambridge University Press.
- Brunken, R., Plass, J. L., & Leutner, D. (2004). Assessment of cognitive load in multimeAssessment of cognitive load in multimedia
- Chi, M., Feltovich, P., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
- Cradler, J., McNabb, M, Freeman, M. & Burchett, R (2002). How does technology influence student learning. Learning and Leading with Technology, 29(8).
- Craig, S. D., Gholson, B., & Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy. Journal of Educational Psychology, 94, 428-434.
- Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211-245.
- Frick, R. W. (1984). Using both an auditory and a visual short-term store to increase digit span. Memory and Cognition, 12, 507-514.
- Jeung, H. J., Chandler, P., & Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology, 17, 329-343
- Mayer, R., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-193.
- Mayer, R., & Johnson, C. I. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100, 380-386.
- Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
- Moreno, R., & Mayer, R. (2000). A coherence effect in multimedia learning: The case of minimizing irrelevant sounds in the design of multimedia messages. Journal of Educational Psychology, 92, 117-125.
- Moreno, R., & Mayer, R. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 156-163.
- Newell, A., & Simon, H. (1972). Human Problem Solving. Englewood Cliffs, NJ: Prentice Hall.
- Peterson, L., & Peterson, M. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193-198.
- Sperling, G. (1960). The information available in brief visual presentations. Psychological Monographs. 74 (No. 498).
- Sweller, J. (1993). Some cognitive processes and their consequences for the organization and presentation of information. Australian Journal of Psychology, 45, 1-8.
- Sweller, J. (1999). Instructional Design In Technical Areas. Melbourne, Australia: Australian Council for Educational Research Press.
- Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
- Sweller, J. (2005). The redundancy principle in multimedia learning. In R. E. Mayer (Eds.), The Cambridge handbook of multimedia learning (159-167). New York: Cambridge University Press.
- Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.
- Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and inCognitive architecture and instructional
- Ward, M. & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7(1), 1-39.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Exploring Faculty and Student Readiness for E-Learning in a UAE Public University
Fida Atallah & Jase Moussa-Inaty, Zayed University, United Arab Emirates
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1747–1754
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.