Abstract
Objectives The purpose of this study is to analyze how presenting motivational pre-training in multimedia learning affects learners' attention, cognitive load, and motivation to learn.
 Methods For this purpose, the 20 adult learners in the study were divided into two groups based on whether they were given pre-training or not. Attention was analyzed through eye-tracking data collected by eye-trackers, and post-experiment interviews were conducted to gather in-depth opinions on cognitive load and learning motivation.
 Results First, we found that the motivational pre-training improved attention. Second, there was no significant difference in cognitive load between the two groups. Third, in terms of motivation to learn, the experimental group was more motivated than the control group.
 Conclusions We can see that it is necessary to support not only cognitive but also motivational aspects through pre-training. In the future, instructional design strategies that provide motivational pre-training should be considered in e-learning situations where learner motivation is difficult to manage.
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