Cognitive load in multimedia learning environments: A systematic review

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dc.authoridMutlu-Bayraktar, Duygu/0000-0002-2276-3768
dc.authoridCOSKUN, VEYSEL/0000-0002-7189-2363
dc.contributor.authorMutlu-Bayraktar, Duygu
dc.contributor.authorCosgun, Veysel
dc.contributor.authorAltan, Tugba
dc.date.accessioned2024-09-18T21:03:03Z
dc.date.available2024-09-18T21:03:03Z
dc.date.issued2019
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThe purpose of this study was to review articles involving cognitive load and multimedia learning between 2015 and 2019 in a systematic way. 94 articles were reviewed in terms of the types of cognitive load, multimedia learning principles, cognitive load measurements, the investigated dependent and independent variables, cognitive processes, the types of multimedia learning environments and the demographic characteristics of the studies. The results revealed that reviewed studies indicated the type of cognitive load seem to have investigated the extraneous cognitive load more frequently. The most studied multimedia learning principles in reviewed articles were modality principle, seductive details effect and signaling/cueing principle respectively. Most reviewed cognitive load studies on multimedia learning were conducted by researchers in Europe, especially in Germany, followed by Asia, America, Australia, and Africa. Research results showed that most cognitive load studies in multimedia learning environments conducted thus far have utilized STEM subjects. Higher education students were the primary participant group in the cognitive load in multimedia learning research as well. There was a tendency to use subjective methods more often than objective methods to measure cognitive load in investigations. In addition to cognitive load, learning, prior knowledge, and motivation were measured most frequently in these studies. In the reviewed studies, multimedia design, material type, presentation format, and individual differences were the most selected focus of research. Research results were interpreted and a number of gaps in cognitive load research relating to multimedia learning were identified.en_US
dc.identifier.doi10.1016/j.compedu.2019.103618
dc.identifier.issn0360-1315
dc.identifier.issn1873-782X
dc.identifier.scopus2-s2.0-85068780268en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2019.103618
dc.identifier.urihttps://hdl.handle.net/20.500.12483/13226
dc.identifier.volume141en_US
dc.identifier.wosWOS:000484653000010en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherPergamon-Elsevier Science Ltden_US
dc.relation.ispartofComputers & Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSeductive-Detailsen_US
dc.subjectSplit-Attentionen_US
dc.subjectReading-Comprehensionen_US
dc.subjectComputer-Simulationsen_US
dc.subjectInstructional-Designen_US
dc.subjectDecorative Picturesen_US
dc.subjectSpatial Contiguityen_US
dc.subjectPedagogical Agentsen_US
dc.subjectEmotional Designen_US
dc.subjectVideo Lecturesen_US
dc.titleCognitive load in multimedia learning environments: A systematic reviewen_US
dc.typeReview Articleen_US

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