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In this study, the effects of using cueing with a narrator in animations on science learning and cognitive load level of elementary students have been revealed. For this purpose, a quantitative research design is used in the study. 223 third grade students, 124 of them are girls and 99 of them are boys, have formed the sample. The results show that there is a significant difference between students’ pre-test and post-test scores in both experimental (cueing) and control (non-cueing) groups. Post-test scores of the students in the experimental group are higher than the control group. In addition, there is a meaningful difference in students’ learning, cognitive load levels and mental efforts in favor of the experimental group. On the other hand, there is no significant difference in terms of difficulty perceptions between groups. Lastly, negative and medium correlation is found between their learning and cognitive load levels in the experimental group. Consequently, using cueing in animations is important in order to increase students’ learning and reduce their cognitive load level.

Effects of using cueing in instructional animations on learning and cognitive load level of elementary students in science education