A Research of Applying Cognitive Load Theory to Science Education Webpage

This study employed three units, "Air and Combustion", "Heat Effects toward Substances", and "Healthy Diet", from the Science Education Website set by the Ministry of Education (Tainan) to assist students' learning. This multifunctional website offers teaching reso...

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Bibliographic Details
Main Authors: Chia-Ju Liu, Yuan-Cheng Lin, Bao-Yuan Liu, Yu-Yi Chang
Format: Conference Proceeding
Language:English
Subjects:
Animation
Combustion
Educational institutions
learner-controlled modules
learning effect
multi-media combination modules
Multimedia communication
Psychology
Visualization
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Summary:This study employed three units, "Air and Combustion", "Heat Effects toward Substances", and "Healthy Diet", from the Science Education Website set by the Ministry of Education (Tainan) to assist students' learning. This multifunctional website offers teaching resources, interesting experiments, inquiry experiments, virtual animations, multi-assessments, and supplementary materials, which are highly interactive and simulative. Cognitive Load Theory was adopted in this study to investigate the influences on learning achievement under distinct multimedia combinations and learner-controlled modes. The subjects in this study were six classes of fifth graders (n = 192). Our findings were: (1) Learner-controlled modes were significantly influential. (2) Multimedia combination forms brought apparent influences on learning effects. We spied that the "animation + narration" group performed evidently better than the "animation + subtitles" group. This shows that inappropriate AV combinations may interfere with learning; more functions and information inputs don't guarantee better learning effects.
ISSN:2161-3761
2161-377X
DOI:10.1109/ICALT.2012.30