Optimization Management Of Cognitive Load In Multimedia Learning

There are two important theories that guide multimedia instruction design and software project, those are cognitive load theory and cognitive theory of multimedia learning. In cognitive load theory, individuals are regarded to use cognitive resource, which is supplied by working memory, when they are learning or fulfilling similar tasks and induce extraneous, intrinsic and germane cognitive load. In cognitive theory of multimedia learning, advocators consider that individuals simultaneously use visual and auditory channels to process information actively. The ways of information process are different in two channels, and their cognitive resources are substantive too. Rational utilization of resources in two channels can make learners obtain best learning results.Based on the two theories, many researchers discussed how to use instruction design to manage cognitive load in multimedia learning, in order to reach best learning results. Most researchers focused on one kind of cognitive load or total cognitive load, and seldom managed three kinds of cognitive load simultaneously. Furthermore, there are disputes about the measurement of the three kinds of cognitive load. And they rarely focused on the influence of characters of learning material and learners' individual differences either. Hence, based on cognitive load theory, cognitive theory of multimedia learning, and existing research results, this dissertation investigated the instruction design for managing extraneous, intrinsic and germane cognitive load, as well as the moderate influences of material character and learners' individual differences. According to existing and current research results, the author integrated the forementioned two theories and advanced an engender and outcome model of cognitive load in multimedia learning. This research consists of 4 parts and includes 7 experiments. In research I, that is experiment 1, the author investigated the influence of individual differences on cognitive load according to compare the cognitive load and learning achievement of learners with different working memory when they were learning same multimedia instruction. In Research II, which includes experiment 2 and 3, the author investigated instructional design that can reduce extraneous cognitive load. In experiment 2, the influence of summary and whole text of narration on extraneous cognitive load and learning achievement was compared both in difficult and easy instruction material. In experiment 3, the influence of more or less content on screen on extraneous cognitive load and learning achievement was compared in near or far context logic material. In research III, which consists of experiment 4 and 5, the author explored the effect of instruction manipulation to the reduction of intrinsic cognitive load. In experiment 4, the influence of subsection and total present of material to intrinsic cognitive load and learning achievement both in difficult and easy materials were compared. In experiment 5, the author investigated the influence of different advance organizers to intrinsic cognitive load and learning achievement both in difficult and easy materials. In research IV, which includes experiment 6 and 7, the author probed into the increase of germane cognitive load. In experiment 6, the author investigated the influence of teaching explanation on germane cognitive load and learning achievement in more or less abstract material. In experiment 7, the function of different modes of self-explanation to germane cognitive load and learning achievement in difficult and easy learning material.According to the results, this dissertation got conclusions as follows:(1) When learning same multimedia instruction mainly contains verbal information, and same intrinsic and extraneous cognitive load, compared with learners with smaller verbal working memory, those who have larger verbal working memory apperceive higher germane cognitive load, while learners with different object working memory have no differences in cognitive load.(2) Reacting time of visual secondary task in dual-task methodology is sensitive to the measurement of extraneous cognitive load in visual material. Rating of material difficulty is valid to the size of intrinsic cognitive load while rating of mental effort can be an estimation of germane cognitive load.(3) When learning more difficult instructions with visual graphics, compared with learners learned with whole text of narration, those who learn with abstract text get lower extraneous cognitive load and higher transfer achievement. Whereas in easier material learning, two types of text doesn't induce significant differences in cognitive load and achievement.(4) When instruction material is logical, holding prior content on screen induce higher extraneous cognitive load but better transfer achievement. In less logical material learning, learners who learn with or without prior content on screen had no difference in cognitive load and achievement. This indicates that the relationship between extraneous cognitive load and learning results is influenced by material character.(5) If the material is difficult to learners, compared with material presenting continuously, material presenting section by section induce lower intrinsic cognitive load and better learning results. But, if the material is easy, presenting section by section has no apparent predominance.(6) When learners have lower prior knowledge and the material is more difficult, advance organizers are propitious to the reduction of intrinsic cognitive load and better transfer achievement. Different types of organizers have different effect on cognitive load, but they have no apparent positive function in easier material.(7) When the material is more abstract and learners have poorer prior knowledge, teaching explanation increase germane cognitive load, learners got higher scores in retention and transfer test with few learning times. Contrariwise, when material is less abstract and learners have more prior knowledge, teaching explanation doesn't increase germane cognitive load, but induce better transfer achievement.(8) In difficult material learning, self-explanation reduced intrinsic cognitive load and better transfer achievement. In easy material learning, self-explanation increase germane cognitive load and better transfer achievement. The influence of self-explanation as questions or questions with answers on cognitive load and achievement have no significant difference.(9) Though the management of cognitive load by multimedia instructional design, material character and learners' individual differences have significant moderate effect. So, cognitive load in multimedia learning are affected by instruction design, material and learners.(10) The engender and outcome model of cognitive load in multimedia learning shows that, in multimedia learning, multimedia present, learning material, learner and their interaction, are all important factors that influence cognitive load. And cognitive load is revealed by physical and self-evaluating index, as well as learning behavior and results.The innovation of this dissertation is as follows: With a series of experiments, the author found more management methods of cognitive load by instructional design in multimedia learning, explicated differential measure methodology of three kinds of cognitive load, clarified the moderator effect of material character and learners' individual differences between instructional design and cognitive load, advanced the engender and outcome model of cognitive load in multimedia learning, and applied directory theory and practical methods for multimedia software design. Future researches can enhance the study on cognitive load management in multimedia learning with more learning materials, more effective measurement and be actualized in more daily environment.