Assessing the Effect of Applying Cognitive Theory of Multimedia Learning on Students’ Learning Outcome and Self-efficacy in Online Learning Environment

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Conference Proceeding

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Teaching & Educational Leadership


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 …

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Publication Title

Proceedings of the International Conference of Society for Information Technology and Teacher Education (SITE)


Association for the Advancement of Computing in Education (AACE)

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