The principles of multimedia learning: Reducing cognitive load to construct meaningful learning in online courses

The purpose of this study was to examine the cognitive load and learning effects of dual code and interactivity, two multimedia principles intended to promote meaningful e-learning, in an online learning environment within the discipline of business. Existing research has examined the effects of multimedia instruction designed to engage learners, facilitate learning, and reduce cognitive load. However, further research was needed to examine whether the instructional design principles of multimedia learning also applied to various types of multimedia lessons and more than one kind of learner in an online learning environment. Thus, using a different discipline (i.e., business), causal model (i.e., business communication model), learner sample (i.e., familiar), and environment (i.e., online instruction system) from that used by Moreno and Valdez (2005), the present study replicated and extended this earlier study to explore whether dual code and interactivity principles are related and have an effect on learning and mental effort in a cognitive load condition. The participants consisted of 200 undergraduate business students. The study utilized a quantitative research design to examine whether students construct better models of causal systems when they are presented with two representation modes rather than one, they are asked to organize the causal chain themselves, they can control the amount of time deemed necessary for self-organization, and the feedback designs encourage the intentional processing of information.;Most notably, the results suggest that students learn best when the instructional materials present them the opportunity to make rather than take meaning. This finding is one of great importance because it purports that multimedia environments have the potential of promoting meaningful e-learning by varying the degree of student interactivity while considering specific characteristics of learners, such as level of expertise and learning styles. However, future research is needed to investigate the aforementioned issues, particularly the relationship between the interactivity effect and the student's level of prior knowledge.