The Effects of Multimedia Courseware Design Based on Cognitive Theory of Multimedia Learning on Academic Achievement and Instructional Efficiency

Öz Themain aim of this study is to search the effect of teaching software which wasdesigned based on Mayer’s Cognitive Theory of Multimedia Learning Principles(2001) on students’ academic achievement, retention levels and instructionalefficiency. With this aim, post-test scores and repeated post-test scores ofsecond grade students for Measurement and Evaluation course at CukurovaUniversity, Faculty of Education, Computer and Instruction Education TechnologyDepartment were used. The study was carried out with the experimental groupincluding 37 students and the control group consisting of 36 students onstatistical concepts. While the teaching for the experimental group was carriedout via software prepared considering cognitive theory principles in multimedialearning, the control group was taught via a computer presentation prepared bya subject expert. To collect the data for the study, statistical conceptsacademic achievement test and cognitive load scale were utilized. The resultsof the study indicated that teaching via a software designed in line withcognitive theory principles in multimedia learning was found to be moresuccessful in students’ academic success, retention in learning andinstructional efficiency when compared with teaching via computer presentation.

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