The Use of Cues in Multimedia Instructions in Technology as a way to Reduce Cognitive Load

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dc.contributor.advisor Eric N. Wiebe, Committee Chair en_US
dc.contributor.advisor Brad Mehlenbacher, Committee Member en_US
dc.contributor.advisor V. William Deluca, Committee Member en_US
dc.contributor.advisor William Jame Haynie III, Committee Member en_US Roberts, William Edward en_US 2010-04-02T18:53:55Z 2010-04-02T18:53:55Z 2009-04-16 en_US
dc.identifier.other etd-02142009-223823 en_US
dc.description.abstract This study was designed to address cognitive overload issues through the use of visual cueing as a means to enhance learning. While there has been significant research such as use of color for cueing to address many of the cited problems, there are missing elements in this research that could go a long way toward designing more effective solutions and teaching methods for Technology Education students. One aspect that is missing is a better understanding of how color cueing and narration interact with various aspects of information overload, split attention effect, and overall instructional difficulty. When teaching technical topics to a technical or non-technical audience using multimedia instructions or tutorials, there is a problem of information overload when using these methods of delivery. Without the proper testing and methods for designing these types of presentation, the students or the audience the instructor plans to present this information to may likely experience cognitive overload, reducing the effectiveness of the instructions and tutorials. Cognitive overload is the result of excessive demands made on the cognitive processes, in memory particular. The research was also designed to move beyond theory and to research hands-on instructional activities with typical students to prove that certain multimedia interventions reduce cognitive load and make learning more efficient when presenting technical information. The principal research uses two rating scale assessment techniques: the SSI and NASA-Task Load Index (TLX), to assess levels of cognitive load. Previous research demonstrated that the SSI and TLX had different sensitivities to cognitive load. The research adds to the existing research base, address some of these missing elements, and gain a better understanding of how to address the problems that have been presented above specific to Technology Education students, but equally relevant to other subject matter. Visual cueing shows promise as a means to reduce cognitive overload and enhance learning. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject Cues en_US
dc.subject NASA-TLX en_US
dc.subject SSI en_US
dc.subject Cognitive Load en_US
dc.subject Split-Attention Effect en_US
dc.subject Modility Effect en_US
dc.title The Use of Cues in Multimedia Instructions in Technology as a way to Reduce Cognitive Load en_US EdD en_US dissertation en_US Technology Education en_US

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