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ERIC Number: EJ1078237
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: EISSN-1436-4522
Using the Multi-Display Teaching System to Lower Cognitive Load
Cheng, Tsung-Sheng; Lu, Yu-Chun; Yang, Chu-Sing
Educational Technology & Society, v18 n4 p128-140 2015
Multimedia plays a vital role in both learning systems and the actual education process. However, currently used presentation software is often not optimized and generates a great deal of clutter on the screen. Furthermore, there is often insufficient space on a single display, leading to the division of content. These limitations generally increase cognitive load. In this research, a multi-display teaching system was developed, based on the design principles proposed by cognitive load theory (e.g., Sweller, Van Merriƫnboer, & Paas, 1998) and the cognitive theory of multimedia learning (e.g., Mayer, 2005), to address the need for simultaneous, focused display of multimedia content. The multi-display teaching system was deployed on multiple projectors in real educational environments in order to prove that it is effective in improving learning efficiency. An experiment was carried out with 120 college students as participants. Results showed that multi-display instructional material significantly reduced cognitive load and enhanced learning effectiveness.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A