The Effectiveness of the Interaction of Interactive Book Cues and Levels of Information Processing on Learning Retention and External Cognitive Load-Reference-Cited by-同舟云学术

The Effectiveness of the Interaction of Interactive Book Cues and Levels of Information Processing on Learning Retention and External Cognitive Load

Published:2021-04-07 Issue: Volume:15 Page:58-70
ISSN:2074-1316
Container-title:International Journal of Education and Information Technologies
language:en
Short-container-title:

Author:

Ibrahem Usama M.¹,Alkhabra Saleh A.²,ALharbi Bader A.³

Affiliation:

1. Department of educational technology, University of Hail, 2440, Hail- KSA

2. Department of educational technology, University of Hail, 2440, Hail - KSA

3. Department of Curricula and Teaching Methods, University of Hail, 2440, Hail - KSA

Abstract

This study explores interactive e-book cues and Information Processing Levels (IPL)’s effectiveness on Learning Retention (LR) and External Cognitive Load (ECL). 117 middle school pupils (MSP) were divided into six experimental groups based on their IPL and cues during the second term of the academic year 2019–2020. Visual Cues (VC)/Audiovisual Cues (VAC) and Auditory Cues (AC)/Audiovisual Cues (VAC) statistically varied in the Ie-book in LR test and ECL scale, same for the average scores when testing the LR in Science for MSP due to the difference between IPL for the DL. There is a statistically significant effect of cue types' interaction in Ie-book with IPL in ECL scale for MSP, at its highest peak in the case of the AVC with DL, followed by the interaction resulting from the VC with DL then AC with SL. Also, cues interaction in Ie-book with IPL immensely affect the LR test for MEP, which is at its highest peak in the case of the AVC with DL. The interactions between (DL–SL) and (AC–VC) seem to equally influence the ELC

Publisher

North Atlantic University Union (NAUN)

Reference78 articles.

1. Zhang-Kennedy, L., Abdelaziz, Y., & Chiasson, S. (2017). Cyberheroes: The design and evaluation of an interactive e-book to educate children about online privacy. International Journal of Child-Computer Interaction, 13, 10-18.

2. Frye, S. K. (2014). The implications of interactive eBooks on comprehension (Doctoral dissertation, Rutgers University-Graduate School of Education).

3. Azmy, N. G. (2015). Interactive learning environments, 2nd Edition, Cairo, Dar Al Fikr Al Arabi.

4. Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326.

5. Sahyouni, R., Mahmoodi, A., Mahmoodi, A., Huang, M., Tran, D. K., & Chen, J. W. (2017). Interactive eBooks in educating patients and their families about head injury regardless of age. Clinical neurology and neurosurgery, 156, 41-47.