The Effect of Virtual Instruction Using the Model of van Merriënboer’s Four-Component Instructional Design in Science Using Multimedia Method on Cognitive Load, Learning, and Academic Motivation of the Sixth-Grade Students of Primary Schools

The purpose of this research was to investigate the effect of the virtual instruction using van Merriënboer’s four-components instructional design (4C/ID) in science using multimedia method on the cognitive load, learning, and academic motivation. The research method was experimental of the pre-test and post-test kind with a control group. The statistical population included all the sixth-grade girl students of primary schools in the city of Kerman in the academic year 1398-1399. Among them 64 students were recruited via multi-stage cluster sampling method and within the last cluster using simple random sampling method and then placed into two control and experimental groups. The experimental group was instructed by researcher’s prepared multimedia based on van Merriënboer’s four-Component Instructional design (4C/ID) and the control group was instructed in the traditional way by the teacher. Data gathering instruments were included Pass’ Cognitive Load Questionnaire, researcher-made Science Learning Test, and Harter’s Academic Motivation Questionnaire. The data were analyzed using frequent measurement method. Results show that students who were exposed to the virtual multimedia using van Merriënboer’s four-component instructional design (4C/ID) model of instruction show an increase in learning and academic motivation and a reduction in terms of cognitive load in comparison to those students who had the traditional method of teaching. It is concluded that multi-media instruction based on van Merriënboer’s four-component instructional design (4C/ID) could be used in order to increase students’ learning and academic motivation and it can also be used to enhance long distance education conditions.