NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1159297
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0958-8221
Evaluating ELT Multimedia Courseware from the Perspective of Cognitive Theory of Multimedia Learning
Jiang, Dayu; Renandya, Willy A.; Zhang, Lawrence Jun
Computer Assisted Language Learning, v30 n7 p726-744 2017
Using the cognitive theory of multimedia learning, this study aimed to evaluate the design of one multimedia courseware used for teaching English as a foreign language (EFL) in China and to compare the attitudinal differences in the teachers' and students' evaluation of the courseware. A questionnaire was developed and validated. Results indicated that the design of the courseware generally complied with the coherence principle, the signalling principle, the spatial contiguity principle, and the temporal contiguity principle but slightly violated the redundancy principle. The results of the independent sample t-tests on the questionnaires and the further analyses of the interviews revealed that there were statistically significant differences in the teachers' and students' evaluation concerning the coherence principle, the redundancy principle, and the spatial contiguity principle. Findings of this study suggested that the cognitive theory of multimedia learning can be a useful tool for evaluating multimedia courseware for teaching and learning EFL, as the theory is firmly grounded on the characteristics of human cognitive architecture and places the users in the centre of courseware design and evaluation.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A