Improving the quality Online physics instruction by designing educational content based on the principles of cognitive load theory

Message:
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
We investigated the effect of electronic contents in the field of physics, which are designed on the principles of cognitive load theory, on academic progress memorability and cognitive load perceived by students. The research method is a pre-test-post-test quasi-experimental design with a control group. The statistical population includes all 9th grade female students of the secondary school in the 17th region of Tehran. The sample was selected by multi-stage cluster sampling with a volume of 120 people. The learning data were collected by an academic achievement test. To measure the amount of cognitive load perceived by students, a researcher-made cognitive load measurement was used. The results of covariance analysis test for academic progress showed that the design of digital content based on cognitive load theory improves the academic progress of students in the experimental group compared to the control group. The result of the independent t-test for the learning test shows that there is a significant difference between the control and experimental groups in the amount of learning. Also, the result of the independent t-test for the cognitive load questionnaire showed that the cognitive load test group reported less cognitive load than the control group.
Language:
Persian
Published:
Journal of Educational and Scholastic Studies, Volume:12 Issue: 37, 2023
Pages:
111 to 133
https://www.magiran.com/p2729017  
سامانه نویسندگان
  • Fatemeh Ahmadi
    Corresponding Author (2)
    Associate Professor Department of Physics, Shahid Rajaee Teacher Training University, Tehran, Iran
    Ahmadi، Fatemeh
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