Stewart Martin
Does instructional format really matter? Cognitive load theory, multimedia and teaching English Literature
Martin, Stewart
Authors
Abstract
This article reports a quasi-experimental study on the effects of multimedia teaching and learning in English Literature--a subject which places high cognitive load on students. A large-scale study was conducted in 4 high-achieving secondary schools to examine the differences made to students' learning and performance by the use of multimedia and to relate this to different kinds of multimedia. Statistical significance and effect size calculations indicated that the equivalent of one grade level in General Certificate of Secondary Education (GCSE) was associated with the use of advanced and integrated multimedia, and that this was stronger than the effects of schools and sex of the students. It was found that advanced multimedia software eased cognitive overload, particularly in the area of intrinsic cognitive load. Limitations of the study are drawn, including the needs to examine process variables and learner-related variables. Conclusions and implications for further research and for enhancing teaching and learning with multimedia are made.
Citation
Martin, S. (2012). Does instructional format really matter? Cognitive load theory, multimedia and teaching English Literature. Educational Research and Evaluation, 18(2), 125-152. https://doi.org/10.1080/13803611.2012.659899
Publication Date | 2012-02 |
---|---|
Deposit Date | Nov 13, 2014 |
Publicly Available Date | Nov 13, 2014 |
Journal | Educational research and evaluation |
Print ISSN | 1380-3611 |
Publisher | Routledge |
Peer Reviewed | Peer Reviewed |
Volume | 18 |
Issue | 2 |
Pages | 125-152 |
DOI | https://doi.org/10.1080/13803611.2012.659899 |
Keywords | Education |
Public URL | https://hull-repository.worktribe.com/output/468545 |
Publisher URL | http://www.tandfonline.com/doi/abs/10.1080/13803611.2012.659899 |
Additional Information | This is an Accepted Manuscript of an article published by Taylor & Francis in Educational research and evaluation on 23rd February 2012, available online: http://wwww.tandfonline.com/10.1080/13803611.2012.659899 |
Contract Date | Nov 13, 2014 |
Files
Does instructional format really matter.pdf
(367 Kb)
PDF
You might also like
Measuring cognitive load and cognition: metrics for technology-enhanced learning
(2014)
Journal Article
Teachers using learning styles: torn between research and accountability?
(2010)
Journal Article
Downloadable Citations
About Repository@Hull
Administrator e-mail: repository@hull.ac.uk
This application uses the following open-source libraries:
SheetJS Community Edition
Apache License Version 2.0 (http://www.apache.org/licenses/)
PDF.js
Apache License Version 2.0 (http://www.apache.org/licenses/)
Font Awesome
SIL OFL 1.1 (http://scripts.sil.org/OFL)
MIT License (http://opensource.org/licenses/mit-license.html)
CC BY 3.0 ( http://creativecommons.org/licenses/by/3.0/)
Powered by Worktribe © 2025
Advanced Search