The Effects of Multimedia Courseware Design Based on Cognitive Theory of Multimedia Learning on Academic Achievement and Instructional Efficiency

Abstract

The main aim of this study is to search the effect of teaching software which was designed based on Mayer’s Cognitive Theory of Multimedia Learning Principles (2001) on students’ academic achievement, retention levels and instructional efficiency. With this aim, post-test scores and repeated post-test scores of second grade students for Measurement and Evaluation course at Cukurova University, Faculty of Education, Computer and Instruction Education Technology Department were used. The study was carried out with the experimental group including 37 students and the control group consisting of 36 students on statistical concepts. While the teaching for the experimental group was carried out via software prepared considering cognitive theory principles in multimedia learning, the control group was taught via a computer presentation prepared by a subject expert. To collect the data for the study, statistical concepts academic achievement test and cognitive load scale were utilized. The results of the study indicated that teaching via a software designed in line with cognitive theory principles in multimedia learning was found to be more successful in students’ academic success, retention in learning and instructional efficiency when compared with teaching via computer presentation.

Keywords

• Cognitive theory of multimedia learning,Cognitive load,Statistical concepts,Instructional efficiency

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