The increasing development of computer technologies has made multimedia learning an important learning and instructional strategy. The main essence of this research lies not only in the type of multimedia components used, but their combinations with a given number of certain cognitive principles to achieve optimal conceptualization of computer concepts.
INTRODUCTION
BACKGROUND TO STUDY
Therefore, the question of how to develop effective multimedia learning material according to the characteristics of the learning content becomes an important learning issue and is based on combinations of cognitive principles (Bartscha & Cobern, 2003). The researcher designed a number of cognitive principles with certain multimedia components to try to reduce the failure rate of students in this subject.
PROBLEM DEFINITION
This researcher has argued that the media lectures are not as important as the message itself, and therefore believes that the constructive effects of new media on learning performance shown in some studies are mainly caused by positive things that students will say, but not by the media. . Pupils and learners must be able to use technology effectively and intelligently, rather than simply because it is available, seems flashy or exciting.
AIM
There is a very thin line between cognitive science and multimedia, as they are intertwined in such a way that it can be impossible to design one without implementing the other.
OBJECTIVES
RESEARCH QUESTIONS
RESEARCH PROPOSITIONS / HYPOTHESIS
MAIN HYPOTHESIS
SUB- HYPOTHESIS
There are other sub-hypotheses according to the specified research questions and they are described below as follows: . 5) H0 (null): There are performance differences between students who had prior computer knowledge or a certain level of prior education than those who did not. H1 (Alternative): There are no performance differences between students who had prior computer knowledge or a certain level of prior education than those who did not. 6) H0 (null): There is a performance gap among students of different age groups, programs/fields of study and sex/gender.
JUSTIFICATION / SIGNIFICANCE OF STUDY
If the pass rate increases, then the university is positively marketed, so the increase in enrollment will be justified. And the student is highly motivated and satisfied to be associated with high standards - hence the success of this research if this is achieved.
RESEARCH SCOPE
ASSUMPTIONS, DELINEATIONS AND LIMITATIONS
In order for this research to remain valid and justified, it is necessary to minimize the impact of the aforementioned limitations.
DEFINITION OF TERMS AS USED IN CURRENT STUDY
INTRODUCTION
GENERAL ISSUES
COGNITIVE THEORY OF MULTIMEDIA LEARNING
Mayer R.E, 2002) proposed a learner approach that used knowledge of human cognition to create learning-enhancing materials. Mayer R.E, 2003) argued that the purpose of the information delivery method differs from knowledge construction as the former only promotes the acquisition of information.
COGNITIVE PRINCIPLES
Pre-training principle: When designing a multimedia explanation, start the presentation with concise descriptions of the components. Principle of Pacing: When designing a multimedia explanation, allow the learner to have control over the pace of the presentation.
COGNITIVE EFFECTS
Pacing effect: Students learn better when the pace of presentation is under learner control rather than program control. Mayer R.E. 2001) argued that the ultimate goal of any multimedia learning lesson should be the integration of information into a coherent mental representation.
DESCRIPTION OF MAYER`S EXPERIMENTAL MATERIALS
In order to test the effectiveness of multimedia combinations, (Mayer, R.E & Moreno, R, 2002) created three basic conditions: animation and written text; animation and audio (narration) test the effectiveness of multimedia combinations, (Mayer, R.E & Moreno, R, 2003) created three primary conditions: animation and written text; animation and hearing (narration); and animation, written text and narration. Therefore, participants in the animation and written text condition watched the same animation and read the descriptive text.
COGNITIVE LOAD THEORY
- GOAL- FREE EFFECT
- WORKED EXAPMLE EFFECT
- COMPLETION PROBLEM EFFECT
- SPLIT- ATTENTION EFFECT
- MODALITY EFFECT
- REDUNDANCY EFFECT
- VARIABILITY EFFECT
This type of problem combines the advantages of worked examples and regular problems in that the student must carefully study a partially worked example and then apply what has been learned to actively solve the problem.' Divided attention occurs when students are presented with multiple sources of information that must be connected before they can be understood.
A PRODUCTION SYSTEM THEORY OF KNOWLEDGE AND LEARNING . 22
The first is that knowledge is stored in two long-term memory structures known as procedural memory and declarative memory. One of the most important concepts in ACT-R is this distinction between declarative and procedural knowledge and how both work together to shape human cognition, and that memory and behavior often result from some combination or interaction between the two (Anderson, J.R. & Gluck, K, A and D. Klahr & S. These factors contribute to the acquisition and construction of knowledge.
ROLE OF INDIVIDUAL DIFFERENCES
They offered a continuous model of working memory with a central executive component managing two primary slave systems: phonological loop (verbal information processing) and the visiospatial notepad (visual/spatial information processing). Regardless of the research approach, the debate about storage and processing aspects of the central executive component of working memory continues.
PRESCRPTIVE PRINCIPLES FOR INSTRUCTIONAL DESIGN
FIRST PRINCIPLES OF INSTRUCTION
Learning is promoted when students participate in the application of their newly acquired knowledge or skill that is consistent with the type of content being taught. The Vanderbilt group described a learning cycle consisting of a set of challenges (task or problem), idea generation (activation), multiple perspectives (demonstration), exploration and revision (demonstration/application), ability testing (application), public .. Merrill D.M. , Matthew B, Andrew van Schaak, 2008) discovered that perhaps the most important idea of first principles is that engaging teaching is problem-centered; that is, individual learning components are most effectively taught in the context of a progression of real-world problems where the learner is shown a problem, then taught about the components, and then shown how the components are used to solve the problem or complete the overall task.
OTHER INSTRUCTIONAL DESIGN PRINCIPLES
Compliance with the first principles is indicated in the right-hand column for each of these principles. In this strategy, the whole task is shown; a certain level of each relevant topic is introduced and then shown in the first assignment.
COGNITIVE BEHAVIOURAL THEORY
SOCIAL LEARNING THEORY
A disinhibition effect, a positive reinforcement action, is when an individual is praised for an action and the observer learns the form and that action (Miller, Katherine, 2005). Thomas McClean, 2005 lectured that further development in social learning theory posits that learning is most likely to occur if there is a close identification between the observer and the model and if the observer also has good self-efficacy.
THEORIES OF LEARNING
Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning, (Illeris, Knud, 2004). He argued that all cognitive functions originate in, and therefore must be explained as, products of social interactions and that learning was not simply the assimilation and adaptation of new knowledge by learners; it was the process by which learners were integrated into a community of knowledge.
AN OVERVIEW OF SOME PREVIOUS RESULTS
The chapter mainly revolves around the cognitive theory of multimedia learning (Mayer, R.E & Moreno, R, 2003), which mentions and explains the cognitive principles and their respective effects. The cognitive load theory also plays a large role in mapping the current research, where there is the production system theory of knowledge and learning.
INTRODUCTION
RESEARCH METHODOLOGY AND DESIGNS
GROUP CHARACTERISTICS, POPULATION AND SAMPLE
The experimental groups were combinations of modality, redundancy and multimedia cognitive principles, which were Animation and Narration (AN), Animation, Narration and Text (ANT) Animation and Text (AT) and Narration (N). Group monitoring was carried out at the observation lectures from the introductory phase to the final phase of the learning sections.
DATA COLLECTION APPROACHES
The same concepts covered by all experimental groups were also covered by the students using the textbooks and lesson-based method (Traditional). A statistical analysis was performed for all groups to determine the use of multimedia cognitive lectures in improving student learning and satisfaction, as well as the degree of impact of a cognitive-principle-based instructional design for the conceptualization of computer concepts.
SUMMARY
Compact discs were used to put the recorded readings on computers of all the machines. Regardless of the multimedia lecture, all the students wore headsets and were told that presentation/lecture could include audio, text and animation information before performance was measured.
INTRODUCTION
ANALYSIS OF THE VARIABLES BETWEEN AND WITHIN GROUPS
Those from the Faculty of Pure Sciences had a significant impact on multimedia lectures with no significant differences compared to Social Sciences, Business Studies, Accounting and Arts. This is mainly because they are able to carry some logical reasoning and understanding due to greater exposure to multimedia material.
ANALYSIS OF THE PERFOMANCE OF STUDENTS
A one-way ANOVA on the performance test in relation to student gender indicates that gender did not affect student performance. A one-way ANOVA on the performance test against the student's field of study showed that the student's performance was affected by field of study (reject the null hypothesis).
GENERAL DISCUSSION
This manipulation (Katherine Ann Austin Stalcup, 2005) said that the residual performance advantage of the transfer test of the animation and narration condition was removed. The interviews on the open questionnaire also show that most of the students were mainly concerned about the conditions of the available infrastructure, in the sense that there should be some improvement that would put them in a more comfortable environment and perhaps also improve their grades .
SUMMARY
Katherine Ann Austin Stalcup, 2005) challenged the modality, redundancy, and principles associated with the Cognitive Theory of Multimedia (Mayer R.E, 2001) by focusing her research on display motion and its associated impact on perception and attention, and hence the movement associated with scrolling. text in the text, narration, and animation condition. Because the design was conducted in a developing country, factors such as backward technology affected most students. Because most of the students were exposed to a tertiary level computer, which negatively affects their transfer results. Computer literacy is low compared to their higher level counterparts. the same level in developed countries.
INTRODUCTION
RESEARCH SUMMARY
If the VPIS is applied where students' background is the same and students are well acquainted with the technology, students will benefit and learning will improve. However, there is a need to integrate CPIS and mix it with the traditional lecture strategy.
CONCLUSION
After analysis, the results showed that the use of cognitive principles learning strategies benefited students more compared to traditional teaching strategies. The use of cognitive-based instructional design strategies appears to be more effective with students, improving student retention and cognition in relation to understanding computer concepts.
RECOMMENDATIONS
The infrastructure of tertiary institutions should also be unclassified to accommodate the increasing number of students. Finally, traditional learning should be blended or blended with multimedia aspects such as CPIS to achieve a higher transfer score.
FUTURE WORK
1 I had a better understanding from the lecture and animation (AN) than from narration, animation and text on the screen (ANT). ANSWER ALL QUESTIONS IN SECTION A (MULTIPLE CHOICE) AND SECTION B. Which of the following plug types has four connection points or four wires.
