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ERIC Number: EJ1005989
Record Type: Journal
Publication Date: 2013-Feb
Pages: 23
Abstractor: As Provided
Reference Count: 83
ISBN: N/A
ISSN: ISSN-1055-8896
Examining Hypermedia Learning: The Role of Cognitive Load and Self-Regulated Learning
Moos, Daniel
Journal of Educational Multimedia and Hypermedia, v22 n1 p39-61 Feb 2013
Distinct theoretical perspectives, Cognitive Load Theory and Self-Regulated Learning (SRL) theory, have been used to examine individual differences the challenges faced with hypermedia learning. However, research has tended to use these theories independently, resulting in less robust explanations of hypermedia learning. This study examined the relationship between cognitive load, SRL, and learning outcomes with hypermedia. Fifty undergraduates used a hypermedia environment for thirty minutes to learn about a science-related topic. Think-aloud data were used to measure SRL and data from a subjective mental effort scale were used to measure cognitive load. Lastly, participants completed a pre-test and posttest to measure performance. Results indicated that cognitive load in the beginning of the task was significantly associated with the use of fewer strategies, which was, in turn, significantly related to lower learning outcomes. Lastly, participants' prior knowledge had a negative relationship with cognitive load in the beginning of the learning task. (Contains 3 tables and 1 footnote.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A