rahim Moradi; soraya Khazaee; Razie Karimi; Elahe Velayati
Abstract
This paper attempted to evaluate the impact of educational multimedia based on Gagné’s Instructional Systems Design (ISD) on learning and retention of Natural Sciences among sixth grade students with intellectual disability. The methodology involved a quasi-experimental procedure, pretest-posttest ...
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This paper attempted to evaluate the impact of educational multimedia based on Gagné’s Instructional Systems Design (ISD) on learning and retention of Natural Sciences among sixth grade students with intellectual disability. The methodology involved a quasi-experimental procedure, pretest-posttest and a control group. The population included all sixth grade female students with intellectual disability studying at special education centers of Khorramabad, Iran, during the academic year 2014-2015. Using convenient sampling, 30 students were selected and then randomly divided into two groups. The instrument used in this study was a researcher-made learning and retention quiz. The learning pre-test was administered by the researcher for both experimental and control groups. Then, the experimental group was trained through eight sessions using multimedia devices based on Gagné’s model, while the control group received the conventional treatment. Post-test was administered on both groups. The researcher administered the retention quiz on students two weeks after the completion of course. Statistical methods were employed at descriptive and inferential levels to analyze the statistical data. The findings suggested a significant difference between the experimental and control groups in terms of learning and retention rate. In fact, the experimental group achieved better learning and retention.
Hossein Zangeneh; Maryam Pourjamshidi; Elahe Velayati; Ebrahim Abolghasemi
Abstract
This qualitative content analysis study, with a deductive approach, aimed at developing a practical framework of content characteristics of e-learning, based on the cognitive load theory. In that, following fundamental questions were first phrased about the characteristics of electronic content: A) “What ...
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This qualitative content analysis study, with a deductive approach, aimed at developing a practical framework of content characteristics of e-learning, based on the cognitive load theory. In that, following fundamental questions were first phrased about the characteristics of electronic content: A) “What are the characteristics of electronic content from intrinsic cognitive load perspective?” B) “What are the characteristics of electronic content from extrinsic cognitive load perspective?,” and C) “What are the characteristics of electronic content from optimal cognitive load perspective?.” Then, the theoretical bases of the cognitive load theory were used to specify the major and minor components of above questions through qualitative content analysis. Finally, practical solutions for the management of cognitive load in design and production of electronic content within a certain framework were developed, based on the findings of this stage and through discussions with specialists. In this study, the statistical population included all articles available for download in Google and Wiley, Ebsco, and Sciencedirect databases. The total number of articles found in the mentioned databases by 2015 was 77 articles, out of which 11 articles were selected for analysis through purposive sampling technique. Finally, the analysis of articles resulted in determination of the characteristics of e-learning content from three perspectives, namely intrinsic cognitive load, extrinsic cognitive load, and optimal cognitive load. The current framework of cognitive load in the analysis of electronic content can help instructional designers in designing better e-learning environments.
