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Journals / Çukurova Üniversitesi Eğitim Fakültesi Dergisi / 2016 / Cilt: 45 - Sayı: 2

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

M. Emre SEZGİN
Mahinur COŞKUN
Pages
405–422
Publication Date
2016-09-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
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Key Findings & Data:The study was carried out with the experimental group including 37 students and the control group consisting of 36 students on statistical concepts.
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Conclusion & Impact: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.
🔬Design:Research Article
📍Scope:2001 Verileri
⚙️Variables:Anahtar Kelimeler Cognitive theory of multimedia learning · Cognitive load · Statistical concepts

Özet

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.

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Cite This Article

SEZGİN, M. E., COŞKUN, M. (2016). The Effects of Multimedia Courseware Design Based on Cognitive Theory of Multimedia Learning on Academic Achievement and Instructional Efficiency. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 45 - Sayı: 2, 405–422. https://ajindex.com/articles/6197

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