Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study

Cognitive load is a theoretical notion having an increasingly influential role in the educational research areas that asserts that cognitive capacity in working memory is limited where too much load on the cognitive system may hamper the total learning process and learning outcome. Intrinsic cogniti...

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Main Authors:	Nadia, Refat, Hafizoah, Kassim
Format:	Article
Language:	English
Published:	American Scientific Publisher 2018
Subjects:	PE English QA Mathematics
Online Access:	http://umpir.ump.edu.my/id/eprint/20155/ http://umpir.ump.edu.my/id/eprint/20155/ http://umpir.ump.edu.my/id/eprint/20155/ http://umpir.ump.edu.my/id/eprint/20155/6/Impact%20of%20Extraneous%20Cognitive%20Load%20on%20Multimedia.pdf

id	ump-20155
recordtype	eprints
spelling	ump-201552019-08-28T07:34:36Z http://umpir.ump.edu.my/id/eprint/20155/ Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study Nadia, Refat Hafizoah, Kassim PE English QA Mathematics Cognitive load is a theoretical notion having an increasingly influential role in the educational research areas that asserts that cognitive capacity in working memory is limited where too much load on the cognitive system may hamper the total learning process and learning outcome. Intrinsic cognitive load, extrinsic load and germane cognitive load are three types of cognitive load. There is a strong link between extraneous cognitive load and instruction design which recognizes that learning materials can overload a learner’s cognitive effort. It has a negative influence on learning performance which has not been focused yet for multimedia based grammar learning. The present work thus sets out to explore how much difference occurs on human cognition with two different types of multimedia based instructions. To conduct the research, a quantitative research method was adopted with the use of two instruments (online test and NASA- TLX) to measure the impact (performance outcome and extraneous cognitive load) of the two type instructions on learners. The instruments are used with a view to 1) identify performance variation of the students on different tasks through online test 2) measure mental workload with NASA task load index. The findings revealed that the instructions with proper maintain principles of cognitive theory of multimedia learning have better performance and low cognitive overload on students than that of the instructions with violating the cognitive principles of multimedia learning. American Scientific Publisher 2018-11 Article PeerReviewed pdf en http://umpir.ump.edu.my/id/eprint/20155/6/Impact%20of%20Extraneous%20Cognitive%20Load%20on%20Multimedia.pdf Nadia, Refat and Hafizoah, Kassim (2018) Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study. Advanced Science Letters, 24 (10). pp. 7790-7794. ISSN 1936-6612 https://doi.org/10.1166/asl.2018.13018 https://doi.org/10.1166/asl.2018.13018
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Malaysia Pahang
building	UMP Institutional Repository
collection	Online Access
language	English
topic	PE English QA Mathematics
spellingShingle	PE English QA Mathematics Nadia, Refat Hafizoah, Kassim Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study
description	Cognitive load is a theoretical notion having an increasingly influential role in the educational research areas that asserts that cognitive capacity in working memory is limited where too much load on the cognitive system may hamper the total learning process and learning outcome. Intrinsic cognitive load, extrinsic load and germane cognitive load are three types of cognitive load. There is a strong link between extraneous cognitive load and instruction design which recognizes that learning materials can overload a learner’s cognitive effort. It has a negative influence on learning performance which has not been focused yet for multimedia based grammar learning. The present work thus sets out to explore how much difference occurs on human cognition with two different types of multimedia based instructions. To conduct the research, a quantitative research method was adopted with the use of two instruments (online test and NASA- TLX) to measure the impact (performance outcome and extraneous cognitive load) of the two type instructions on learners. The instruments are used with a view to 1) identify performance variation of the students on different tasks through online test 2) measure mental workload with NASA task load index. The findings revealed that the instructions with proper maintain principles of cognitive theory of multimedia learning have better performance and low cognitive overload on students than that of the instructions with violating the cognitive principles of multimedia learning.
format	Article
author	Nadia, Refat Hafizoah, Kassim
author_facet	Nadia, Refat Hafizoah, Kassim
author_sort	Nadia, Refat
title	Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study
title_short	Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study
title_full	Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study
title_fullStr	Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study
title_full_unstemmed	Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study
title_sort	impact of extraneous cognitive load on multimedia based grammar learning: a comparative study
publisher	American Scientific Publisher
publishDate	2018
url	http://umpir.ump.edu.my/id/eprint/20155/ http://umpir.ump.edu.my/id/eprint/20155/ http://umpir.ump.edu.my/id/eprint/20155/ http://umpir.ump.edu.my/id/eprint/20155/6/Impact%20of%20Extraneous%20Cognitive%20Load%20on%20Multimedia.pdf
first_indexed	2023-09-18T22:28:53Z
last_indexed	2023-09-18T22:28:53Z
_version_	1777416152060788736

Impact of Extraneous Cognitive Load on Multimedia based Grammar Learning: A Comparative Study

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