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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 …