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

YILMAZ R. M.

INTERACTIVE LEARNING ENVIRONMENTS, cilt.31, sa.3, ss.1727-1741, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 31 Sayı: 3
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/10494820.2020.1857784
  • Dergi Adı: INTERACTIVE LEARNING ENVIRONMENTS
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Communication Abstracts, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Sayfa Sayıları: ss.1727-1741
  • Anahtar Kelimeler: Science learning, animations, elementary students
  • Atatürk Üniversitesi Adresli: Evet

Özet

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.