The impact of educational multimedia design based on the principles of cognitive load on learning, remember and educational progress motivation in math lesson
Subject Areas : psycology
fateme
hosizadeh
1
(Educational Technology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran)
Hassan
Rastegarpour
2
(Associate Professor
Kharazmi University)
Nasrin
Mohammadhasni
3
(Assistant Professor of Educational Technology, Kharazmi University, Tehran, Iran)
sasan
salimi
4
(Educational Technology, School of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran)
Keywords: Learning, remembering, Cognitive Theory, educational multi-media design, educational progress motivation,
Abstract :
The present study aims to investigate the effecs of multimedia design education based on the principles of cognitive theory on learning, remembering and educational progress motivation of grade-five female students at math. the study was pseudo-educational and pretests and posttests administered to the control group. The population of the study includes allfemale students at grade five across the city of Ahvaz. The sampling of the study was done according to multi-level cluster sampling from Ahvaz, area4. Among the schools of this region, Bahar School with 325 students was chosen. Fromthe five grades in school only grade five students were taken into account.At this grade two classes named A and B, each with 30 students were available. Due to lack of cooperation of the teacher in classB, onlythe classA was considered.Next, thestudents were devided into two groups:control and experimental group(15 students each).Data collection instruments include two learning and remembering tests devised by the author and Keller's educational progress questionnaire (1993).In order to analyze the data covariance analysis tests were used. The results of the study showed that educational multimedia design based on principles of cognitive theory has an effect on learning,remembering and educational progress motivation of female students at grade five.
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