Gelişmiş Arama

Basit öğe kaydını göster

dc.contributor.authorDindar, Muhterem
dc.contributor.authorKabakçı Yurdakul, Işıl
dc.contributor.authorDönmez, F. İnan
dc.date.accessioned2019-10-18T18:43:22Z
dc.date.available2019-10-18T18:43:22Z
dc.date.issued2015
dc.identifier.issn0266-4909
dc.identifier.issn1365-2729
dc.identifier.urihttps://dx.doi.org/10.1111/jcal.12086
dc.identifier.urihttps://hdl.handle.net/11421/10221
dc.descriptionWOS: 000350658700004en_US
dc.description.abstractThe majority of multimedia learning studies focus on the use of graphics in learning process but very few of them examine the role of graphics in testing students' knowledge. This study investigates the use of static graphics versus animated graphics in a computer-based English achievement test from a cognitive load theory perspective. Three hundred and three 7th-grade students were randomly split into two groups and given the test questions either with static graphics or with animated graphics accompanied with text. Students' response time, response accuracy, self-reported ratings on cognitive load and secondary task approach were used to measure their cognitive load. Findings revealed that animating graphics increased the response time and secondary task scores of the students but did not have any significant effect on their test success. Furthermore, no difference was observed in self-reported cognitive loads. The relationship between the four different cognitive load measures was also examined in the study. No direct relation was found between self-reported ratings and secondary task scores. On the other hand, self-ratings and response accuracy were found to be more sensitive to intrinsic cognitive load, whereas response time and secondary task measures were found to be more sensitive to extraneous cognitive load in our testing environment.en_US
dc.description.sponsorshipAnadolu University Scientific Researches Department [1204E063]en_US
dc.description.sponsorshipThis research was supported by the Anadolu University Scientific Researches Department (Project No. 1204E063).en_US
dc.language.isoengen_US
dc.publisherWileyen_US
dc.relation.isversionof10.1111/jcal.12086en_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCognitive Loaden_US
dc.subjectMultimedia Learningen_US
dc.subjectMultiple-Choice Testsen_US
dc.subjectSecondary Tasken_US
dc.titleMeasuring cognitive load in test items: static graphics versus animated graphicsen_US
dc.typearticleen_US
dc.relation.journalJournal of Computer Assisted Learningen_US
dc.contributor.departmentAnadolu Üniversitesien_US
dc.identifier.volume31en_US
dc.identifier.issue2en_US
dc.identifier.startpage148en_US
dc.identifier.endpage161en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.contributor.institutionauthorKabakçı Yurdakul, Işıl


Bu öğenin dosyaları:

Thumbnail

Bu öğe aşağıdaki koleksiyon(lar)da görünmektedir.

Basit öğe kaydını göster