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ERIC Number: EJ1141882
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1479-4403
EISSN: N/A
The Mediating Effects of Germane Cognitive Load on the Relationship between Instructional Design and Students' Future Behavioral Intention
Costley, Jamie; Lange, Christopher
Electronic Journal of e-Learning, v15 n2 p174-187 2017
Instructional design is an important aspect of the learning experience within formal online courses. One way in which online instructional design may benefit students is by increasing their future behavioral intention to use educational materials. This is important because research has revealed that students' use of educational resources is strongly connected with academic success. Additionally, higher quality instructional design will increase students' levels of germane cognitive load, which is a powerful indicator of learning. This study surveyed a group of students (n = 1,314) who participated in formal online classes in South Korea to investigate the relationships between instructional design and germane load, germane load and future behavioral intention, as well as instructional design and future behavioral intention. Results showed positive correlation among each of these relationships. Furthermore, a mediation model was used, and results showed that germane load completely mediates the relationship between instructional design and future behavioral intention. These relationships are examined to better understand learning and future behavioral intention in relation to instructional design within online learning environments.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A