The Influence Of Presentation Format And Knowledge Type On Mutimedia Learning

As the prevalence of multi-media teaching, how to improve the quality of teaching has became one of the vital issues which need to be probed by educationalists. Analyzed by presentation format and knowledge type, this survey discussed the efficiency of learning during multi-media teaching, and devised a valid improvement design in the basis of cognitive load theory which had been tested to be available.This research is divided into three parts. The purpose of experiment one is to analyze diversity of learning quality between different ways of material presentation, and take account of the cognitive load theory inevitably. This experiment involves single factor and tree-level design. Independent variable consists of three factors that are text+sound, picture+sound, animation+sound respectively. The makeups of dependent variable are score of test, reaction time, estimate of mental efforts and material evaluation. A measurement of learner's extraneous cognitive load, intrinsic cognitive load and germane cognitive load has been made according to the test result. Finding the affection which produced by different learning styles under the condition of variety material presentation and dissected from the cognition load view is the target of experiment two. This study introduces knowledge style 2 (declarative knowledge, procedural knowledge) x presentation 3 (text+sound, picture+sound, animation+sound) of the between-subjects design. The set of dependent variable is similar to experiment one. Both two experiments illuminate how significant the cognitive load association is to learners. Experiment three aims to find out whether it can accelerate learner's germane cognitive load, urge them to study towards the method of learning with questions. This experiment uses the knowledge style 2 (declarative knowledge, procedural knowledge) x 2 presents the problem (present the problem, do not present issues) of the between-subjects design. Among them, the declarative knowledge uses a group of text+sound which is different from procedural knowledge that via the presentation of animation+sound. All the dependent variable is the same as before. Here is the list of result:1. Intrinsic cognitive load is the material's innate quality; hence, a diversity of-presentations has little influence on intrinsic cognitive load.2. Material presentation impacts external cognitive load deeply. Presentation of animation+sound has been proved to arouse the highest external cognitive load, and then is the presentation of picture+text+sounds audio, and the lowest is the presentation of picture+sound.3. The connection between cognitive load association and learning efforts is positive. Presentation and knowledge style in interactive work with the affect to cognitive load association. In the period of learning stating knowledge, text presentation turned out to be the superior cognitive load, also got a pretty good result. By comparison, animation presentation and picture presentation performed worse; during the learning of procedural knowledge, animation presentation acted successfully, text presentation and picture presentation did not worked well.4. Through the method of learning with questions, efficiency has been arisen, so does learners'cognitive load.