abstract: The purpose of this study was to investigate the impacts of three types of instructional presentation methods on learning, efficiency, cognitive load, and learner attitude. A total of 67 employees of a large southwestern university working in the field of research administration were randomly assigned to one of three conditions. Each condition presented instructional materials using a different method, namely dynamic integrated, dynamic non-integrated, or non-dynamic non-integrated. Participants completed a short survey, pre-test, cognitive load questions, learner attitude questions, and a post-test during their experience. The results reveal that users of the dynamic integrated condition treatment showed significant improvement in both learning and efficiency. The dynamic non-integrated participants had a faster mean time to complete an assigned task, however, they also had significantly lower average test scores. There were no other significant findings in terms of cognitive load or learner attitude. Limitations, implications and future studies are discussed. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2016
| Identifer | oai:union.ndltd.org:asu.edu/item:40781 |
| Date | January 2016 |
| Contributors | Brown, Drew (Author), Nelson, Brian (Advisor), Savenye, Wilhelmina (Committee member), Atkinson, Robert (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 112 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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