Powerpoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics.

摘要

Statistics is a complicated subject to teach because it involves interpretational, mathematical, and logical components. Given the importance of introduction to statistics for many non-technical students and the propensity of PowerPoint as an instructional tool, there is a need to determine whether the application of cognitive load theory and cognitive theory of multimedia learning provide effective principles for manipulating PowerPoint lessons for greater learning potential. This study evaluated the split-attention and redundancy principles in a PowerPoint lesson on z-scores and their potential to decrease mental effort and increase learning. Through an experimental approach, participants were recruited from an introduction to statistics for the behavioral science courses at a community college and were randomly assigned to one of three conditions (control PowerPoint, split-attention PowerPoint, and redundancy PowerPoint). After watching the recorded PowerPoint lecture, participants self-reported mental effort and answered retention and transfer test questions to measure learning. Analyses of variance with post-hoc Tukey HSD tests were conducted. Findings suggest that manipulating the PowerPoint with the principles decreases mental effort and increases learning, especially for transfer.