Advisor(s)
Hannah Stokes, PhD
Ohio Northern University
Psychology, Health & Behavioral Sciences
h-stokes@onu.edu
Document Type
Poster
Location
ONU McIntosh Center; Activities Room
Start Date
22-4-2022 10:00 AM
End Date
22-4-2022 11:00 AM
Abstract
The goal of this study was to investigate the impact of online lecture type on cognitive load and learning performance in college students. Sixty-six students at the undergraduate level participated in the study. The lecture type is the independent variable. We manipulated three levels: voiceover, picture-in-picture, and high-production quality. We measured cognitive load (dependent variable) through dual-task response times, a subjective scale. We measured learning performance (dependent variable) through a multiple choice and short answer test. Participants completed a pretest with multiple choice questions. Then, viewed four separate lectures on the brain while completing the dual task. Afterwards, they completed a posttest. Our results indicated no significant difference between the groups on the dual task reaction times. Our overall model was significant for the subjective cognitive load scores, however post hoc analysis revealed no significant difference between groups. Our results indicated no significant difference between groups on the performance scores. While our data was not statistically significant, it is important to note the implications of online lectures that tax cognitive load capacity.
Recommended Citation
Rieman, Macy; Buchan, Nina; Roberts, Madison; Taylor, Lilith; and Shilling, Mary, "The Impact of Multimedia Lecture Format on College Student Cognitive Load" (2022). ONU Student Research Colloquium. 6.
https://digitalcommons.onu.edu/student_research_colloquium/2022/posters/6
Open Access
Available to all.
The Impact of Multimedia Lecture Format on College Student Cognitive Load
ONU McIntosh Center; Activities Room
The goal of this study was to investigate the impact of online lecture type on cognitive load and learning performance in college students. Sixty-six students at the undergraduate level participated in the study. The lecture type is the independent variable. We manipulated three levels: voiceover, picture-in-picture, and high-production quality. We measured cognitive load (dependent variable) through dual-task response times, a subjective scale. We measured learning performance (dependent variable) through a multiple choice and short answer test. Participants completed a pretest with multiple choice questions. Then, viewed four separate lectures on the brain while completing the dual task. Afterwards, they completed a posttest. Our results indicated no significant difference between the groups on the dual task reaction times. Our overall model was significant for the subjective cognitive load scores, however post hoc analysis revealed no significant difference between groups. Our results indicated no significant difference between groups on the performance scores. While our data was not statistically significant, it is important to note the implications of online lectures that tax cognitive load capacity.