An Empirical Study of Optimizing Cognitive Load in Multimedia Integrated English Teaching

Xiaoning WANG

Abstract


Cognitive load is one of the important factors influencing complex learning. The article introduces relevant research in optimizing cognitive load in multimedia learning at abroad and in China. Results of the empirical study of the instructional design in the multimedia Integrated English show that the means of all the scores in the tests and the number of the students who pass the TEM-4 in the experimental group are higher than those in the control group, among which significant differences can be found in Cloze, Vocabulary and Structure Reading Comprehension, Paraphrasing and Total Score between the experimental group and the controlled group whereas no significant differences exist in their average score in Translation and Writing. The study indicates that optimizing cognitive load in the multimedia learning facilitates improving English learning efficiency. 


Keywords


multimedia English learning; extraneous cognitive load; intrinsic cognitive load; germane cognitive load; optimization

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DOI: http://dx.doi.org/10.3968/n

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