Effects of multimedia-based instructional design on the learning and attitude among Jadara university students : a cognitive load theory outlook

Introduction According to Toh (2005) cognitive load theory is one of the theories that is related to mental processes and learning, Cognitive load theory (Paas, Renkl & Sweller, 2003) is a set of principles and guidelines to design and deliver instructional environments that promote learning by utilizing the limited capacity of working memory and minimizing working memory overload. Cognitive load theory assumes a limited working memory capacity that includes partially independent subcomponents for auditory/verbal information and visual information and assumes an unlimited long-term memory capacity holding schemas that vary in their degree of automation (Kalyuga, Ayres, Chandler & Sweller, 2003). Cognitive load theory suggests that many instructional designs are ineffective because they ignore universal and fundamental aspects of cognition (Sweller, 2005). The theory has three components: a cognitive architecture explained by evolutionary principles and specified as a natural information processing system; a division of cognitive load into three additive categories; and instructional effects that flow from human cognitive architecture and the categories of cognitive load. When processing integrated information, students are able to avoid the extraneous cognitive load imposed when one source of information is held in working memory while searching for its associated referent (Paas, Tuovinen, Tabbers & Van, 2003). In this way, adjacent and mutually referring instructional elements permitted scarce working memory resources to be directed towards constructing schemas rather than searching for the necessary relations between elements. Similarly, in the dualmodal condition, restructuring the same information across two modes facilitated students’ schema construction by making available for learning the expanded processing capacity of combined visual and auditory working memories. In contrast, it is assumed that the extraneous cognitive load generated by the split-attention format interfered with learning by imposing an additional, and excessive, load on limited working memory capacity (Paas, Renkl & Sweller, 2004). The total amount of mental activity imposed on working memory in an instance of time is known as cognitive load, which has been found to have three distinct parts (Sweller, 1994): Intrinsic load includes the inherent complexity of the subject matter and reflects the level of difficulty of the material to be learned. Extraneous cognitive load is generated by the manner in which information is presented to learners and is under the control of instructional designers. This load can be attributed to the design of the instructional materials. Germane load relates to the effort involved in processing and automating new information. Automation helps overcome working memory limitations and decreases cognitive load. According to Sweller (2006) ccognitive load theory highlights several practices that can be applied to training and performance improvement. The most fundamental of these include methodologies for reducing the effects of the extraneous cognitive load of instructional materials to ensure optimal leaning. Redundancy principle and learning There is now much evidence to suggest that redundant material imposes a significant extraneous cognitive load that has negative outcomes for learning and understanding (Sweller 1999). Redundant material interferes with learning rather than proving to be advantageous or even neutralwhen acquiring new information. By eliminating redundant information the load on working memory is considerably reduced, thus facilitating better learning. The Redundancy Effect occurs when learners are required to attend to or engage in activities that are irrelevant to the task at hand (Sweller, 2005). The effect has been shown to interfere with the core material to be learned due to the extraneous load imposed on working memory (Chandler & Sweller, 1991).