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

Yıl 2016, Cilt: 45 Sayı: 2, 405 - 422, 01.09.2016

M. Emre Sezgin , Mahinur Coşkun

https://doi.org/10.14812/cuefd.284861

Cited By: 2

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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