NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1203302
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISSN: EISSN-2149-214X
Cognitive Load in Multimedia Learning: An Example from Teaching about Lenses
Dervic, Dževdeta; Dap, Nermin; Mešic, Vanes; Ðokic, Ratko
Journal of Education in Science, Environment and Health, v5 n1 p102-118 2019
Animations are widely used in today's science classrooms. Therefore it is very important to explore under which conditions animations are most effective. In earlier studies it has been generally shown that the effectiveness of instruction largely depends on management of cognitive load. The aim of the present study was to compare the effect of Physlet animations, printed sequences of selected animation frames and traditionally presented static pictures on understanding about lenses and levels of cognitive load. According to the results of a quasi-experiment that included forty nine high-school students, Physlet-based teaching generally leads to higher germane load and consequently to more effective learning than the traditional approach. Particularly high levels of germane load have been found for Physlet-based problems. These findings can be accounted for by the interactivity feature of Physlets.
Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bosnia and Herzegovina