Assessing the Effect of Applying Cognitive Theory of Multimedia Learning on Students’ Learning Outcome and Self-efficacy in Online Learning Environment
Document Type
Conference Proceeding
Publication Date
3-2013
Department
Teaching & Educational Leadership
Abstract
Design principles grounded in the cognitive theory of multimedia learning (CTML): segmentation and signaling (SS) were applied to an online course module. Undergraduate students enrolled in educational technology courses voluntarily participated in the study (n= 57). Students were randomly assigned to either the control group or the treatment group. The treatment group (SS condition) viewed online learning material in small sections (segmented). An introduction and summary highlighted the main concepts of the content (signaled). The treatment group sequentially progressed through the sections of the module. The control group had no segmentation or signaling and navigated the learning material without restriction. Students were assessed on the learning outcome and self-efficacy. The results show significant improvement in learning outcomes for the SS group compared to the control group and indicate a …
First Page
583
Last Page
589
Publication Title
Proceedings of the International Conference of Society for Information Technology and Teacher Education (SITE)
Publisher
Association for the Advancement of Computing in Education (AACE)
Recommended Citation
Ibrahim, M., Callaway, B. (2013, March), “Assessing the Effect of Applying Cognitive Theory of Multimedia Learning on Students’ Learning Outcome and Self-efficacy in Online Learning Environment” In the International Conference of Society for Information Technology and Teacher Education (SITE).