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.