Designing Multimedia Education Based on Sweller's Cognitive Load Theory and Determining its Effect on Mathematic Educational Excitement Among3rd Grade of Elementary Students

Subject Areas : Educational Psychology

Kourosh Hossein Baglou ¹ , Mousa Piri ² , Jahangir Yari ³ , Akbar Rezaei ⁴

1 - Tabriz
2 - Tabriz
3 - Tabriz
4 - Tabriz

Received: 2018-12-22 Accepted : 2019-09-15 Published : 2019-08-23

Keywords: Designing multimedia education, Educational Excitement, Sweller&#039, s cognitive load theory,

Abstract :

This research was aimed on designing multimedia education based on Sweller's cognitive load theory and determining its effect on mathematic educational excitement among 3rdgrade of elementary students. In this research, semi-experimental design "pretest-posttest with control group" were used. The research involved a sample of 502 third degree of elementary students(boys) of Chaipareh in 2017-2018. According to cluster sampling meth two classes from schools and 15 students from each class were selected randomly. These two groups were also randomly assigned to experimental and control group. Lichtenfeldet al. (2012) educational excitement questionnaire was used for information collection. Multivariate covariance (MANCOVA) test was used for hypotheses analyze. The results showed that implementation of multimedia education designing based on Sweller's cognitive load theory effects significantly on increasing educational excitement enjoy and decreasing educational excitement fatigue and anxiety. Experiment group mean in posttest was more than control group mean. It can be concluded, according to results, multimedia education designing based on Sweller's cognitive load theory can be used as one of the decreasing negative educational excitements and increasing positive educational excitement of students

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Asadi, S. & Jamali, H. R. (2011). Blended Library and Multimedia Model in Geography Teaching. In the Proceedings of the International Conference on        e Education, Entertainment and e-Management (ICEEE 2011), Jakarta, Indonesia, 27-29 December, pp. 337- 339.

Amir teimouri, M. H. (2015). Cognitive load and multimedia training. Tehran:Allameh Tabatabai University [In Persian]. 

Atkinson, R., Lofts Jeffry, S., Nolen H., Stephen. M., Edward, S., Barbara F., Daryl B., (2014).  Psychology field, (Translated by Rafiee et al.). Tehran: Publication of the Arjomand [In Persian].

Chen, C. M. & Wu, C. H. (2015). Effects of different video lecture types on sustained      attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121.

Chung-Ho Su. (2016). the effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study. Multimedia Tools and Applications archive, 16(75), 10013-10036.

Fleer, M. (2013). Affective Imagination in Science Education: Determining the Emotional Nature of Scientific and Technological Learning of Young Children. Research in Science Education, 5(45), 2085–2106.

Falah Valik Chali, L. (2014). The Impact of Multimedia Education on Math Anxiety and Continuing Learning in LSD Students. First National Conference on Psychology and Educational Sciences. Shadegan: Azad University of Shadegan [In Persian].

George- Palilonis, J., & Filak, V. (2009). Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course.  Electronic Journal of e -learning. 7 (3), 247-256.

Gholamali Lavasani, M., Hejazee, E., & Khezri Azar, H. (2006). Predictive Mathematical Prediction Model: The Role of Progress Goals, Learning Approaches, and Effort. Journal of Psychology, 15(2). 163-178 [In Persian].

Gasemi Chobneh, R., Musavi, S. V., Zanipour, A., & Hosseini Sedigh, M. (2016). The relationship between mindfulness and emotion regulation with students' procrastination. Journal of Educational Strategies in Medical Sciences. 9(2), 134-141 [In Persian].

Hughes, F., Noppe, L., & Noppe, I. (1996). Cognitive development in child development. Prentice- Hall, Inc, New Jersey.

Jiang, D. Renandya, W A. & Zhang, L. J. (2017). Evaluating ELT multimedia courseware from the perspective of cognitive theory of multimedia learning. Journal of Computer Assisted Language Learning, 7(30), 726-744.

Jorge A. Pinto, E. Vogel, H. & Daniel, E. N. (2017). The effect of cognitive load and outcome congruency on the learned productiveness effect in human predictive      learning. Psicológica, 38, 257-281.

Jan nesar, H., & Zaraee, K. (2014). The Impact of Using Multimedia Education on Motivation and Academic Achievement in Sixth Grade Elementary School Boy Students. Shadegan: Azad University of Shadegan [In Persian].   

Kalyuga, S. (2012). Cognitive load and instructional design (Translated by Amirteimoury, M H Mosaramezani S, Velayati E.); Tehran: Avaye Noor.

Korbach, A. Brünken, R., & Park, B. (2017). Measurement of cognitive load in multimedia learning: a comparison of different objective measures. Structional Science, 4(45), 515–536.

Kumar, J. A., Muniandy, B., & Jaafar, W. A. (2016). Emotional Design in Multimedia Learning: How Emotional Intelligence Moderates Learning Outcomes. Modern Education and Computer Science, 5, 54-63.

Karimi, Z. (2017). The role of educational software in learning and understanding geometric concepts. First Conference on Mathematics Education and Use. Kermanshah, Kermanshah Mathematics Teachers Association [In Persian].

Lichtenfeld, S. Pekrun, R. Stupnisky, R. H. Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: The achievement emotions questionnaire-elementary school (AEQE). Learning and Individual Differences, 22, 190-201.

Liew, T.W., Mat Zin, N.A., & Sahari, N. Hum. (2017). Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment. Human-centric Computing and Information Sciences, 7(9), 1-21.

Mauss, I. B., Shallcross, A. J., Troy, A. S., John, O. P., Ferrer, E., Wilhelm, F. H., & Gross, J. J. (2011). Don’t Hide         Your Happiness! Positive Emotion Dissociation, Social Connectedness, and Psychological Functioning. Journal of     Personality and Social Psychology, 100, 738–748.

Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125-139.

Muhammadi, N., Mustafazadeh, I., & Salehi zade, M. (2018). The Impact of Multimedia Usage on the Effectiveness of Teaching Elementary Teachers in Mathematics Courses, Takab County. 6th Scientific Research Conference on Educational and Psychological Sciences, Social and Cultural Damages of Iran, Tehran, Association for Development and Promotion of Fundamental Sciences and Technologies [In Persian].

Mahdavee, M. R., & Amir Teimouri, M. H. (2006). Investigating the effect of using Merrill's educational design model (Component Theory) on learning and retention in high school biology. Journal of Educational Psychology, 20, 17-32 [In Persian].

Norouzi, D., Ahmadzadeh Baiani, a., & Aghabaratee, Najmeh (2006). The effect of multimedia education on learning and retention of math lesson in autistic students. Psychology of Exceptional People. 1(4), 1-19 [In Persian].

Ollino, M. Aldoney, J. Domínguez, A. M. and Merino, C. (2018). A new multimedia application for teaching and learning chemical equilibrium, (Paper) Chem.Educ. Res. Pract, 19, 364-374.

Omidfar, N., & Pakdaman, Savoji, A., (2016). The Effectiveness of Emotional Extraversion Training Written on Emotional maturity of students with high anxiety, First international conference of psychology and social science, Tehran: Khadamate Bartar Company [In Persian].

Paas, F., Renkl, A. & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), 1-4.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring      emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.

Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002). Academic emotions in students’     self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.

Rezaee, A. (2015). Internal validity and reliability of the Persian version of the Mathematics Academic Excellence Questionnaire in elementary school. Journal of Research in School and Virtual Learning. 3(9), 33-44 [In Persian].

Rezvieh, A., Latifian, M., & Seif, D. (2007). The Relationship between Motivational Beliefs about Mathematics and Motivational Self-Regulation Strategies in Pupils. Journal of Psychology, 41(1), 81-109 [In Persian].

Schutz, P. A., & Pekrun, R. (2007). Emotions in Education. San Diego, CA: Elsevier.

Sweller, J., (1988). Cognitive load during problem-solving: Effects on learning. Cognitive Science, 12, 257-258.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Publisher Springer, New York.

Seif, M. h. (2017). A Comparative Model of Academic Burnout among University of Medical Sciences and Payam Noor Students, Iranian Journal of Medical Education. 17(2), 11-23 [In Persian].

Shati Ile Zuleh, R. (2016). The Effect of Educational Software Based Combined Education on the Level of Academic Anxiety in Students with Elementary Sixth Grade Elementary School in Sahneh County. Second National Conference on Science and Technology of Educational Sciences in Social Studies and Psychology. Tehran: Institute for Organizing Conferences on the Development of Sam Iranian Knowledge and Technology [In Persian].

Shams, F., & Tabe Bordbar, F. (2006). The mediating role of academic self-efficacy in the relationship between goal orientation and mathematical performance. Psychological methods and models. 1(3). 47-76 [In Persian].

Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251- 296.

Tavakoli, M., & Azdolmaleki, S. (2016). The Impact of Meyer's Multimedia Principle on the Excitement of Students with Physical-Motor Problems. Journal of Psychological and Educational Sciences Studies,11, 183-192. [In Persian].

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