Examining hypermedia learning: The role of cognitive load and self-regulated learning
Daniel Moos, Gustavus Adolphus College, United States
Journal of Educational Multimedia and Hypermedia Volume 22, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Distinct theoretical perspectives, Cognitive Load Theory and Self-Regulated Learning (SRL) theory, have been used to examine individual differences the challenges faced with hypermedia learning. However, research has tended to use these theories independently, resulting in less robust explanations of hypermedia learning. This study examined the relationship between cognitive load, SRL, and learning outcomes with hypermedia. Fifty undergraduates used a hypermedia environment for thirty minutes to learn about a science-related topic. Think-aloud data were used to measure SRL and data from a subjective mental effort scale were used to measure cognitive load. Lastly, participants completed a pre-test and posttest to measure performance. Results indicated that cognitive load in the beginning of the task was significantly associated with the use of fewer strategies, which was, in turn, significantly related to lower learning outcomes. Lastly, participants’ prior knowledge had a negative relationship with cognitive load in the beginning of the learning task.
Moos, D. (2013). Examining hypermedia learning: The role of cognitive load and self-regulated learning. Journal of Educational Multimedia and Hypermedia, 22(1), 39-61. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
Julie A. Delello, Rochell R. McWhorter & Kerri M. Camp, The University of Texas at Tyler, United States
Journal of Educational Multimedia and Hypermedia Vol. 24, No. 3 (July 2015) pp. 209–233
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