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Applying cognitive theory of multimedia learning principles to augmented reality and its effects on cognitive load and learning outcomes

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COMPUTERS IN HUMAN BEHAVIOR REPORTS 2025年 18卷

作者： Candido, Vito Cattaneo, Alberto Swiss Fed Univ Vocat Educ & Training Educ Technol VET Via Besso 84-86 CH-6900 Lugano Massagno Switzerland

In the last decade, the use of augmented reality as a learning support tool has been extensively researched, largely due to the proliferation of augmented reality-compatible smartphones. However, findings related to cognitive load levels remain mixed, with studies reporting both an increase and a decrease in cognitive load while using augmented reality when compared to traditional media. This study investigates the influence on cognitive load and learning outcomes of applying cognitive theory of multimedia learning principles to augmented reality applications. Application design plays a pivotal role in determining cognitive load levels, particularly extraneous load, yet cognitive theory of multimedia learning principles have been scarcely investigated in augmented reality contexts. A randomized experimental design was employed, in which 88 participants were assigned to one of three groups: augmented reality with a head-mounted display, hand-held augmented reality, or video (control group). The educational materials for all conditions were designed according to the principles of the cognitive theory of multimedia learning. learning outcomes were assessed through retention and transfer tasks following an activity involving a Tangram game. Bayesian analyses provided evidence for no difference in extraneous load levels between conditions. Regarding performance, the findings were inconclusive, showing evidence neither for difference nor equivalence between conditions in both retention and transfer tasks. This study supports the idea that the effectiveness of the cognitive theory of multimedia learning principles can be extended to augmented reality. The encouraging results on extraneous load levels require further investigation regarding performance.

关键词： Augmented reality cognitive load theory cognitive theory of multimedia learning Hand-held augmented reality Head-mounted augmented reality

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Using commonly-available technologies to create online multimedia lessons through the application of the cognitive theory of multimedia learning

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2023年第3期71卷 1033-1053页

作者： Cavanagh, Thomas M. Kiersch, Christa Dominican Univ Calif Barowsky Sch Business 50 Acacia Ave San Rafael CA 94901 USA Univ Wisconsin Crosse La Crosse WI USA

Principles derived from the cognitive theory of multimedia learning (CTML;Mayer in: multimedia learning, Cambridge University Press, Cambridge, 2021) provide valuable guidance for enlisting commonly-available technologies to create effective online multimedia lessons. Specifically, CTML can guide instructional designers on the use of slide-sharing programs to create concise, narrated animation segments;the use of survey programs to interpolate questions and prompts between these segments to facilitate generative learning activities;and the use of video-sharing sites to provide learners with control over relatively superficial aspects of instruction. The application of CTML to the design of online multimedia lessons raises a number of theoretical and practical questions, including the need to better understand the relationship between working memory capacity and working memory duration, the importance of retrieval as a learning process, and the relative impact of selection and organization processes on learning.

关键词： cognitive theory of multimedia learning E-learning Online multimedia lessons

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Augmented Reality Teaching System Based on cognitive theory of multimedia learning -An Example System on Four-Agent Soup

Applied Science and Management Research

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Applied Science and Management Research 2019年第1期6卷 54-69页

作者： Liao, Wan-Lin Lee, Ting-Ting Jiang, Wen-Wen Chao, Ching-Hsien

Augmented Reality (AR) combines the real world with virtual information to enhance the user's perception and interaction with the real world, making learning more interesting and effective. This study takes the example of Four-Agent Soup, which is often used in the traditional Chinese medicine prescription, and uses augmented reality technology to design and build an interactive 3D multimedia teaching system (AR system) based on Mayer's cognitive theory of multimedia learning (CTML). The two groups of experimenters took AR system (experimental group, n=39) and traditional paper based learning system (control group, n=39) separately to conduct the learning about the knowledge of Four-Agent Soup. In terms of learning outcomes, AR system is superior to the traditional paper-based system. To further understand how AR system is better than paper-based learning, users' satisfaction was analyzed in the four aspects of Immersion, Interaction, Imagination, and Intention to Use. From the questionnaire of satisfaction, results show that the biggest advantage is Interaction. Second, Immersion and Intention to use are also the features that appeal to users. From the results of this study, deploying AR to build a teaching system is conducive to the user's learning attitude.

关键词： Augmented Reality Four-Agent Soup cognitive theory of multimedia learning

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Exploring Dysphasia Learners' Vocabulary Acquisition through the cognitive theory of multimedia learning: An Experimental Study

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2021年第12期16卷 263-275页

作者： Aravind, B. R. Rajasekaran, V Vellore Inst Technol Chennai Tamil Nadu India

Purpose of the study: The present study was conducted to investigate the impact of the cognitive theory of multimedia learning for students with dysphasia in learning disabilities. Another aim was to find out the acquisition of vocabulary toward News in levels lesson - Robinson Crusoe for Students of English. Twenty-four students with dysphasia in learning disabilities have participated in the study. The sample population was exposed to a similar handing environment for the research though they had various backgrounds. All the instructions, experiments, teaching-learning activities were provided in the special education resource room. Methodology: The Experimental Research Design was employed in the study. Pre-test, post-test, retention test, and Vocabulary Knowledge Scale questionnaire were administrated to collect the required data from both the control and experimental groups to study the impact of the multimedia and non-multimedia instructional methods. Major findings: The research findings revealed that the multimedia instructional method of teaching outperformed the non-multimedia instructional group. The retention test results and the Vocabulary Knowledge Scale questionnaire reaffirmed that students with dysphasia have motivated and store the new information in their long-term memory. They could retain most of the vocabulary when the multimedia instructional method was integrated into the teaching-learning process. All the test result scores were analyzed using the SPSS software package. A paired test value comparison was used to compare the results for both the control and experimental groups.

关键词： Dysphasia cognitive theory of multimedia learning Vocabulary Knowledge Scale Acquisition Instructional learning

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The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilizing large language models

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HELIYON 2024年第3期10卷 e25361页

作者： Alshaikh, Rana Al-Malki, Norah Almasre, Maida King Abdulaziz Univ Fac Comp & Informat Technol Dept Informat Syst Rabigh 21911 Saudi Arabia King Abdulaziz Univ Fac Arts & Humanities Modern Languages & Literatures Dept Jeddah Saudi Arabia King Abdulaziz Univ Fac Comp & Informat Technol Dept Informat Technol Jeddah 21589 Saudi Arabia

The integration of Artificial Intelligence (AI) holds immense potential for revolutionizing education;especially, in contexts where multimodal learning experiences are designed. This paper investigated the potential benefits of Generative Artificial Intelligence (AI) in education, concentrating on the design and evaluation of an AI Educational Video Assistant tailored for multimodal learning experiences. The tool, utilizing the principles of the cognitive theory of multimedia learning (CTML), comprises three modules: Transcription, Engagement, and Reinforcement, each focusing on distinct aspects of the learning process. It Integraties Automatic Speech Recognition (ASR) using OpenAI's Whisper and Google's Large Language Model (LLM) Bard. Our twofold objective includes both the development of this AI assistant tool and the assessment of its effect on improving the learning experiences. For the evaluation, a mixed methods approach was adopted, combining human evaluation by nine educational experts with automatic metrics. Participants provided their perceptions on the tool's effectiveness in terms of engagement, content organization, clarity, and usability. Additionally, automatic metrics including Content Distinctiveness and Readability scores were computed. The results from the human evaluation suggest positive impacts across all assessed domains. The automatic metrics further proved the tool's ability in content generation and readability. Collectively, these preliminary results highlight the tool's potential to revolutionize educational design and provide personalized and engaging learning experiences.

关键词： Large language models cognitive theory of multimedia learning Educational video ASR Google 's bard

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How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

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JOURNAL OF COMPUTER ASSISTED learning 2019年第6期35卷 769-781页

作者： Almasseri, Mohammed AlHojailan, Mohammed I. King Saud Univ Dept Educ Technol Riyadh Saudi Arabia

The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth-grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi-experimental design was used, with a sample of 67 students;33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.

关键词： flipped learning cognitive theory of multimedia learning technological advancement middle school

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Evaluating ELT multimedia courseware from the perspective of cognitive theory of multimedia learning

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COMPUTER ASSISTED LANGUAGE learning 2017年第7期30卷 726-744页

作者： Jiang, Dayu Renandya, Willy A. Zhang, Lawrence Jun Univ New South Wales Sch Educ Fac Arts & Social Sci Educ Sydney NSW Australia Nanyang Technol Univ English Language & Literature Acad Grp Natl Inst Educ Singapore Singapore Univ Auckland Sch Curriculum & Pedag Fac Educ & Social Work Auckland New Zealand

Using the cognitive theory of multimedia learning, this study aimed to evaluate the design of one multimedia courseware used for teaching English as a foreign language (EFL) in China and to compare the attitudinal differences in the teachers' and students' evaluation of the courseware. A questionnaire was developed and validated. Results indicated that the design of the courseware generally complied with the coherence principle, the signalling principle, the spatial contiguity principle, and the temporal contiguity principle but slightly violated the redundancy principle. The results of the independent sample t-tests on the questionnaires and the further analyses of the interviews revealed that there were statistically significant differences in the teachers' and students' evaluation concerning the coherence principle, the redundancy principle, and the spatial contiguity principle. Findings of this study suggested that the cognitive theory of multimedia learning can be a useful tool for evaluating multimedia courseware for teaching and learning EFL, as the theory is firmly grounded on the characteristics of human cognitive architecture and places the users in the centre of courseware design and evaluation.

关键词： cognitive theory of multimedia learning multimedia courseware evaluation Chinese EFL learners English language teaching

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Unveiling passive cross-modal reactivation and validation processes in the processing of multimedia material

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learning AND INSTRUCTION 2025年 97卷

作者： Schueler, Anne Frick, Pauline Leibniz Inst Wissensmedien Schleichstr 6 D-72076 Tubingen Germany Eberhard Karls Univ Tuebingen Schleichstr 6 D-72076 Tubingen Germany

Background: During reading, a passive reactivation process reactivates information from the discourse context, while a passive validation checks the consistency between reactivated and actual information. Aims: Two pre-registered online studies examined whether passive cross-modal reactivation and validation processes occur during the processing of multimedia materials (text combined with pictures). Samples: Participants were recruited via Clickworker (Experiment 1: N = 251;Experiment 2: N = 266). Methods: We applied the epistemic Stroop paradigm (Richter et al., 2009), which utilizes automatic validation mechanisms that trigger positive or negative response tendencies. These tendencies can interfere with an unrelated task, requiring an opposite response. Participants were shown matching (valid) or mismatching (invalid) text-picture stimuli, with the text and picture components presented sequentially, interrupted by a calculation task, making reactivation necessary. Following each stimulus, participants performed an unrelated probe-word task responding to the words "right" or "wrong". Dependent variables were reaction time and error rates in the probe-word task. Experiment 1 used one-sentence-picture stimuli, while Experiment 2 used longer text segments with pictures. Results: In both experiments, linear mixed-effects models revealed interactions between validity (valid vs. invalid stimulus) and probe word (right vs. wrong) for reaction times and error rates. Post-hoc analyses showed longer reaction times or higher error rates when participants encountered invalid stimuli before responding to the probe word "right". Conclusions: In this study, passive cross-modal reactivation and validation processes could be demonstrated together for the first time in multimedia processing. Implications for understanding information processing in multimedia contexts are discussed.

关键词： Passive validation process Passive reactivation process RI-Val model cognitive theory of multimedia learning Epistemic stroop paradigm

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The influence of seductive details in learning environments with low and high extrinsic motivation

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learning AND INSTRUCTION 2025年 96卷

作者： Wesenberg, Lukas Jansen, Sebastian Krieglstein, Felix Schneider, Sascha Rey, Guenter Daniel Tech Univ Chemnitz Inst Media Res Fac Humanities Psychol Learning Digital Media Chemnitz Germany Univ Zurich Inst Educ Fac Arts & Social Sci Educ Technol Zurich Switzerland

Background: The inclusion of interesting but irrelevant elements (seductive details) in learning environments can increase students' motivation but also extraneous cognitive load. Accordingly, research mainly suggests detrimental effects on learning. However, most studies were conducted with participants who were extrinsically motivated to engage with the learning material anyway. Aims: We assumed that presenting seductive details would impair learning when extrinsic motivation is high but improve learning when extrinsic motivation is low because the motivational potential that could be exploited through seductive details is greater and, thus, the motivational benefits might outweigh the cognitive disadvantages. Sample and method: Two experimental studies (N = 120;N = 210) were conducted, which followed a 2 x 2 mixed design. The presence of seductive details was manipulated between subjects (with vs. without). External regulation - as one type of extrinsic motivation - was manipulated within subjects (low vs. high) by introducing the respective learning unit as either voluntary or mandatory. Results: Results of both experiments showed that presenting seductive details only impaired test performance in high external regulation units but had no effect or even improved learning in low external regulation units. Additionally, in both studies, seductive details indirectly improved test performance via interest only in low external regulation units. Conclusions: The results emphasize that the inclusion of seductive details should not be seen as unfavorable per se but as a trade-off between motivational advantages and cognitive disadvantages. Hence, whether seductive details impede or promote learning considerably depends on how much learners are motivated beforehand.

关键词： Seductive details External regulation Self-determination theory Informal learning cognitive theory of multimedia learning

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Seductive Details in learning Text-Less Harmful if They Are Grouped Together Instead of Interspersed?

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APPLIED cognitive PSYCHOLOGY 2025年第3期39卷

作者： Wesenberg, Lukas Krieglstein, Felix Schneider, Sascha Rey, Guenter Daniel Tech Univ Chemnitz Inst Media Res Fac Humanities Psychol Learning Digital Media Chemnitz Germany Univ Zurich Inst Educ Fac Arts & Social Sci Educ Technol Zurich Switzerland

This study examined if the number of interruptions caused by interesting side notes in learning text is critical for the detrimental effect that is generally found when such seductive details are included, and consequently, if this effect can be mitigated by grouping these details together instead of interspersing them. Results confirmed that extraneous cognitive load was increased and transfer performance impaired in conditions with seductive details. However, no significant differences were found between the grouped condition with five seductive details placed directly one after another (one interruption), and the interspersed condition with five seductive details placed at different positions (several interruptions). It is recommended to avoid interesting digressions in teaching, regardless of whether they are spread across the learning material or grouped together in one place. The extent of the seductive detail effect might rather depend on the amount of seductive details presented than the number of interruptions caused.

关键词： cognitive load cognitive theory of multimedia learning digressions disruption seductive details

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