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Applying principles from the cognitive theory of multimedia learning to an existing online instructional tool of the cranial nerves.
Author(s) -
Jun Andrew,
Wilson Tim
Publication year - 2011
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.25.1_supplement.182.4
Subject(s) - cognitive load , cognition , multimedia , computer science , animation , control (management) , test (biology) , field (mathematics) , psychology , artificial intelligence , neuroscience , paleontology , computer graphics (images) , mathematics , pure mathematics , biology
Despite a rich literature in the field of multimedia instruction (MMI), there is a paucity of evidence‐based research investigating the incorporation of multimedia design principles and efficacy evaluation in the field of medical education. The purpose of the current study was to evaluate learning outcomes when principles from cognitive theory were applied to the design of an online MMI tool. A pre‐existing MMI tool of the cranial nerves was modified using principles derived from cognitive theories of multimedia learning to develop a sister tool. The principles used were segmentation, pre‐training, off‐loading from visual to auditory channel, and synchronizing narration with animation. The pre‐existing tool served as a control and the modified sister tool, the treatment. A pilot, randomized control study was conducted with graduate and medical students followed by a post‐test knowledge and preference questionnaire. We hypothesize that students using the modified sister tool will benefit from cognitive load reduction and will score higher on the post‐test knowledge questionnaires as well as indicating higher preference for their MMI tool compared to the control. Grant Funding Source: Departmental