This dissertation investigates the problem of how variations in the intensity of three selected constructs—multimedia signaling, speed and pacing, and cognitive engagement prompts—affect attention and learning outcomes in online learning environments. The study explores the intersecting cognitive theories of cognitive load, higher order thinking skills, and Mayer’s principles of multimedia learning, with specific focus on his signaling principle. Through the use of eye-tracking technology, the study measures focal attention, while immediate and delayed knowledge retention tests assess learning outcomes.
Employing a robust experimental design, the research utilizes eye-tracking technology to directly measure focal attention, alongside both immediate and delayed knowledge retention tests to evaluate learning outcomes. The methodological framework modulates the intensity of selected constructs across low, optimal, and high conditions, enabling a comprehensive assessment of their impacts.
The findings reveal statistically significant effects for multimedia richness and speed, indicating optimal levels that enhance learner engagement. This research concludes that carefully calibrated multimedia signals can substantially benefit online learning environments, offering educators and content creators actionable insights for designing more effective and engaging educational experiences.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/4gem-9p09 |
| Date | January 2024 |
| Creators | Akian, Berj |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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