Abstract
Abstract— This article presents an ongoing research project on the development of e-content in relation to the cognitive theory of multimedia learning. Previously, a literature review has been conducted on e-content development models, the cognitive theory of multimedia learning, and the problems encountered while learning computer programming. In this work a new framework is proposed for the development of e-content. An experiment was conducted in the Jubilee Centre for Excellence in Education among (98) secondary school students in order to assess the value of a Proposed Framework that uses the Cognitive Theory of Media Learning. The study sample was divided into two groups, One group studied computer programming using e-content Based on the Behavior Change Techniques using the Proposed Framework (BPF), and the other group studied computer programming based on e-content that was Not Based on the Proposed Framework (NBPF). The students’ performance was assessed by a pre-test grading scale and a post-test and an analysis made using Statistical Package for the Social Sciences (SPSS). The results showed that the students who studied computer programming through BPF achieved better scores than the students who studied computer programming through NBPF. Therefore, applying the cognitive theory of multimedia learning properly at the same conditions, as applied in this study in the educational process will significantly reduce the cognitive overload associated with learning through multimedia elements and improve student achievement.
Highlights
The learning process has been influenced by the expansion and evolution of computer, network, and multimedia technologies
The use of the cognitive theory of multimedia learning increased the achievement of the 11th grade students in this QuickBasic Programming Language program and we can attribute this result to the following reasons:
This study tried to enhance the quality of learning by integrating the cognitive theory of multimedia learning within a framework to give clear guidelines for the development of educational e-contents
Summary
The learning process has been influenced by the expansion and evolution of computer, network, and multimedia technologies. Those technologies allow the learners to participate in an active and self-paced learning environment. Technologies were not necessarily changing the way of teaching subjects. What has changed is the discipline of teaching resources at the teachers’ and learners’ behavior. They have added interest to the course content and delivery [1][2]. As the content industry is moving toward developing a highly interactive multimedia learning content, most webbased contents have been developed using text, image, sound, and video, but failed to induce interactivity contents [3]
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