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Factors in the measurement of cognitive load of multimedia learning
Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2007.
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| Format: | Thesis |
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University of Pretoria
2013
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| _version_ | 1867613543359053824 |
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| access_status_str | Open Access |
| author2 | Strehler, Anne |
| author_browse | Strehler, Anne |
| author_facet | Strehler, Anne |
| collection | Thesis |
| dc_rights_str_mv | © University of Pretoria 2007 E944 / |
| description | Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2007. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/25611 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:37:49.221Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/25611 Factors in the measurement of cognitive load of multimedia learning Strehler, Anne Cronje, Johannes Christoffel riekie.alberts@epiuse.com Smith, Maria Elizabeth Multimedia learning Cognitive load UCTD Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2007. In this study, the author investigated factors that influence the direct measurement of cognitive load using the dual-task method. The dual-task method is an unambiguous and objective technique to measure cognitive load. The primary task was to master content in a lesson about the Autonomic Nervous System. The secondary task was to respond to a symbol that changed colour by pressing the Enter key. The time between the symbol changing colour and the response of the student was measured. Two versions of the multimedia program tested the influence of the presentation format and instructional strategy on cognitive load. Each version of the program was further subdivided into four lessons, which were used to test the influence of the position of the secondary task on the cognitive load. All the data was collected electronically. The statistical analysis revealed that the position of the secondary task does not influence cognitive load (F (1, 2661) = 3.25, p = 0.071). The presentation format and instructional strategy used in this study however did result in a significant difference between the cognitive load of the two versions. The mean cognitive load of the version using animation was 6.408 and that of the version using predominantly static images and text was 5.684. This difference was found to be highly significant (F (1, 2661) = 52.39, p <.0001). It was concluded that using animation to present content required more mental effort by participants than using images and text to present the same content. Curriculum Studies unrestricted 2013-09-06T22:41:13Z 2008-07-15 2013-09-06T22:41:13Z 2008-04-15 2007 2008-06-18 Dissertation a 2007 E944 /ag http://hdl.handle.net/2263/25611 http://upetd.up.ac.za/thesis/available/etd-06182008-142102/ © University of Pretoria 2007 E944 / application/pdf University of Pretoria |
| spellingShingle | Multimedia learning Cognitive load UCTD Factors in the measurement of cognitive load of multimedia learning |
| title | Factors in the measurement of cognitive load of multimedia learning |
| title_full | Factors in the measurement of cognitive load of multimedia learning |
| title_fullStr | Factors in the measurement of cognitive load of multimedia learning |
| title_full_unstemmed | Factors in the measurement of cognitive load of multimedia learning |
| title_short | Factors in the measurement of cognitive load of multimedia learning |
| title_sort | factors in the measurement of cognitive load of multimedia learning |
| topic | Multimedia learning Cognitive load UCTD |
| url | http://hdl.handle.net/2263/25611 http://upetd.up.ac.za/thesis/available/etd-06182008-142102/ |