On The Cognitive Load Effect Of Multimedia Learning Of Physics Course In Junior Middle School

Since the founding of the People’s Republic of China,the field of basic education in China has undergone eight rounds of curriculum reform aimed at improving the quality of teaching.With the development of society and information technology,the combination of multimedia and classroom teaching is regarded as an effective means to improve the quality of classroom teaching.However,the application of teaching multimedia can not always achieve the ideal effect of improving academic performance,cognitive load of students in multimedia learning process is an important factor to be considered.Under the condition that the total cognitive load that students can bear is certain,in order to learn contents with high intrinsic cognitive load,it is necessary to adjust the extraneous cognitive load and germane cognitive load in the learning process.The eighth-grade physics course involves a large number of new symbols,concepts and other content,for the students who are new to the subject with low previous knowledge level,they need to bear a higher intrinsic cognitive load to learn these contents.Therefore,there are two other cognitive loads that need to be regulated in order to learn physics well.A large number of studies point out that these two cognitive loads can be adjusted by designing teaching media,And Mayer put forward some principles of multimedia design to improve teaching effectiveness.The research proceed from the study of generalized knowledge,Based on the cognitive load theory and the cognitive theory of multimedia learning,designed multimedia learning materials for grade 8 physics from the aspects of learning content and media,in order to adjust the related cognitive load and external cognitive load in the process of multimedia learning and improve the learning effect.In order to explore the regulating effect of cognitive load,this study implemented two learning experiments,both of which selected eighth grade students from a township middle school in guang ’an city,sichuan province as subjects,Using 2×2 between subject design of two factors,the dependent variables were extraneous cognitive load,germane cognitive load and academic achievement.Experiment 1 is the learning experiment of declarative knowledge with 133 subjects,and the independent variable of concept mapping and design elements of multimedia information.research shows that:(1)using concept mapping to organize learning content can significantly reduce the extraneous cognitive load and increase the germane cognitive load in the student’s learning process,and hence improve their learning performance;(2)design factors have no significant influence on cognitive load,germane cognitive load and academic performance;(3)concept mapping and design elements have significant interactive effects on academic performance.Experiment 2 is the learning experiment of procedural knowledge with 131 subjects,and the independent variable of worked-example type and design elements of multimedia information.The results are as follows:(1)there is no significant difference between the extraneous cognitive load and the germane cognitive load initiated by the worked-example type,but the correct worked-example will lead to better academic performance;(2)While significantly reducing the extraneous cognitive load,the positive design significantly increased the germane cognitive load and improving their academic results;(3)The worked-example type and design elements have significant interaction effect on academic performance.Through the correlation analysis of the two post-test results,it is found that the learning of procedural knowledge is closely related to the mastery of declarative knowledge.