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Self-Regulation And Cognitive Load As Mediating Factors For Tailored Interactive Multimedia Instruction, Tammy Ann Bankus
Self-Regulation And Cognitive Load As Mediating Factors For Tailored Interactive Multimedia Instruction, Tammy Ann Bankus
Teaching & Learning Theses & Dissertations
The primary purpose of this dissertation was to explore whether self-regulation or cognitive load have mediating effects on both learning experiences and learning effectiveness in tailored versus non-tailored interactive multimedia instructional (IMI) training. Although, there is a plethora of literature looking at the impact of cognitive load in IMI (Clark, 2008; Mayer, 2005; Mayer, 2008; Mayer, Griffith, Jurkowitz, & Rothman, 2008; Sweller, 2011) or looking at self-regulation (Pintrich, 2000a, 2000b; Schunk, Meece, & Pintrich, 2012; Zimmerman et al., 2000) separately, there is limited literature that looks at self-regulation and cognitive load in tailored IMI instruction, and even less literature examining …
The Influence Of Multimedia Production Knowledge On The Design Decisions Of The Instructional Designer, Stephen Brent Hoard
The Influence Of Multimedia Production Knowledge On The Design Decisions Of The Instructional Designer, Stephen Brent Hoard
STEMPS Theses & Dissertations
This study explored the interaction of multimedia production competencies of expert and novice instructional designers on the design decisions made during the instructional design process / workflow. This multiple measures study used qualitative survey instruments to access and measure the production competencies of participants, then a design aloud protocol to capture and measure the instructional design decision-making process for those same participants. A follow-on interview after the initial design aloud session was conducted in order to triangulate and confirm any trends or findings uncovered during the earlier design aloud session. Ultimately, the objective of this study was to provide some …
Elaboration And Question Strategy Effect On Learning Outcomes And Cognitive Load, Julie Ann Bridges
Elaboration And Question Strategy Effect On Learning Outcomes And Cognitive Load, Julie Ann Bridges
STEMPS Theses & Dissertations
The purpose of this study was to investigate the effects of instructor-created elaborations, learner-created elaborations and adjunct questions on learning outcomes in an asynchronous learning environment, using pre-recorded video. The study also investigated the effects of instructor-created elaborations, learner-created elaborations, or adjunct questions on perceived cognitive load. The effect of learning strategy on quality of elaboration was also investigated. Results showed no significant difference in learning outcomes or cognitive load or quality of elaboration, but a post-hoc analysis revealed a significant difference in intrinsic cognitive load for students who used generative strategies while having no gain in learning outcomes.
Multimedia Design, Learning Effectiveness, And Student Perceptions Of Instructor Credibility And Immediacy, Miguel Ramlatchan
Multimedia Design, Learning Effectiveness, And Student Perceptions Of Instructor Credibility And Immediacy, Miguel Ramlatchan
STEMPS Theses & Dissertations
Online learning and the use of multimedia is a quickly growing element of higher education. This experimental research study examines five common audio and video presentation designs to inform evidence-based practices that can be applied by instructional designers as they develop content for online learners. Specifically, this experiment compares instructor-only, slides-only, dual-windows, video-switching, and superimposed-slides multimedia designs in terms of learning effectiveness, perceived instructor credibility, instructor immediacy, and cognitive load created by each design. This study included a diverse sample of adult learners who were randomly assigned to treatment groups. A total of 171 participants completed the study and responded …