Investigating cognitive load during multimedia learning in the UAE

Jase Moussa, Zayed University
Fida Atallah, Zayed University

Document Type

Conference Proceeding

Source of Publication

Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference

Publication Date

3-29-2010

Abstract

The study investigates the use of instructional designs on learning through varying modes of multimedia. Students from Zayed University will be randomly placed in pre-allocated groups. A pretest will be administered to gather student background knowledge on a specific learning theme (lightening). During acquisition, students will be allocated to one of the following groups namely; listen only, read only, read+ listen, listen + observe pictures, read + observe pictures, or listen + read + observe pictures. Following this phase, a post test that includes listening and reading skills will be administered where students will answer questions related to the content presented during acquisition. Based on cognitive theory of multimedia learning, it is hypothesized that students in the multimedia groups who are exposed to a fewer number of learning modes will perform better because of a redundancy effect.

ISBN

978-1-880094-78-5

Publisher

Association for the Advancement of Computing in Education (AACE)

Volume

2010

First Page

2308

Last Page

2310

Disciplines

Computer Sciences | Education

Indexed in Scopus

no

Open Access

yes

Open Access Type

Bronze: This publication is openly available on the publisher’s website but without an open license

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