Abstract

The statistics reveal that about many students have learning difficulties. For this reason, appropriate curricula and materials should be planned to match with multimedia teaching design in order to reduce students' learning frustration and obstacles caused by insufficient experiences and basic competence. Multimedia dynamic, a curriculum oriented teaching instrument combined with cognitive psychology, cognitive load theory, and multimedia teaching theory, could easily attract students' attention in the performing process so as to guide the learning, reduce the load of working memory, and further reduce the cognitive load. With multimedia dynamic presentation, teachers could design materials matching with class teaching for the attention guidance to help students actively search, select, and organize information, reduce the load of working memory and cognitive load, and enhance the learning effect. It is expected to apply multimedia dynamic teaching to attention guidance in this study. Under the principle of material design, multimedia dynamic teaching is regarded as the design subject and three classes are proceeded the teaching experiment. The results show that including images into structural text information presents significant effects on students' learning outcome and the reduction of cognitive load.

Citation

Zhang, X., Zhang, X. & Yang, X. (2016). A Study of the Effects of Multimedia Dynamic Teaching on Cognitive Load and Learning Outcome. EURASIA Journal of Mathematics, Science & Technology Education, 12(11), 2851-2860. Retrieved April 1, 2023 from https://www.learntechlib.org/p/194116/.

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Keywords

• Cognitive Processes
• College Students
• Control Groups
• Correlation
• Difficulty Level
• Experimental Groups
• Foreign Countries
• Formative Evaluation
• information technology
• instructional materials
• Integrated Activities
• Learning Activities
• Multimedia Instruction
• Outcomes of Education
• Pretests Posttests
• Quasiexperimental Design
• Regression (Statistics)
• Short Term Memory
• Statistical Analysis
• Summative Evaluation