دانلود رایگان مقاله بررسی همزمان عوامل بار القا کننده برای پیشبرد تحقیقات آموزشی مربوط به رسانه

Abstract

In multimedia learning settings, limitations in learners' mental resource capacities need to be considered to avoid impairing effects on learning performance. Based on the prominent and often quoted Cognitive Load Theory, this study investigates the potential of a single experimental approach to provide simultaneous and separate measures for the postulated load-inducing factors. Applying a basal letter-learning task related to the process of working memory updating, intrinsic cognitive load (by varying task complexity), extraneous cognitive load (via inducing split-attention demands) and germane cognitive load (by varying the presence of schemata) were manipulated within a 3 × 2 × 2-factorial full repeated-measures design. The performance of a student sample (N = 96) was inspected regarding reaction times and errors in updating and recall steps. Approaching the results with linear mixed models, the effect of complexity gained substantial strength, whereas the other factors received at least partial significant support. Additionally, interactions between two or all load-inducing factors occurred. Despite various open questions, the study comprises a promising step for the empirical investigation of existing construction yards in cognitive load research.

5. Conclusions

Within media-related educational research, taking into account learners cognitive scopes and limitations constitutes a valuable approach with broad impact on the design of instructional material. Especially the theoretical concept of cognitive load described by the CLT exhibits a broad history of research in this field that has already provided insights for a variety of research questions. Nevertheless, in terms of the valid empirical assessment and interrelation of the theoretically described building blocks, there are still lots of open questions to be addressed in future research. The current study might be regarded as a small step contributing to this goal.