![]() Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post-tests within a noncontrolled setting. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG) audio + text + graphics (Group 2–ATG) or video + audio + text + graphics (Group 3–VATG). This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. ![]() ![]() The effective design of course materials is critical for student learning, especially for large lecture introductory courses. ![]()
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