Cognitive Load & Multimedia Use in Higher Learning: A United Arab Emirates Case
Jase Inaty, Fida Atallah, Zayed University, United Arab Emirates
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The study investigates the use of different formats of multimedia instructional design on learning. Undergraduate students from Zayed University, a federal institute of higher learning in the United Arab Emirates, were randomly assigned to groups corresponding to six varying instructional design formats, namely; Listen Only, Read Only, Read+ Listen, Listen + Graphics, Read + Graphics, or Listen + Read + Graphics. Instructional material related to a unit on lightning was developed based on the specified formats. This material was used during the acquisition stage were students received instructions specific to the instructional format they were assigned to. Students were then given test tasks 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 on the test tasks. The results of an analysis of variance yielded statistically significant differences in performance between the six groups with the read only group scoring highest.
Inaty, J. & Atallah, F. (2012). Cognitive Load & Multimedia Use in Higher Learning: A United Arab Emirates Case. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1856-1862). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).