A Study of The Effects of Multimedia Dynamic Teaching on Cognitive Load and Learning Outcome
Xiurong Zhang 1  
Xiaozhu Zhang 1
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China University of Geosciences, BEIJING, CHINA
University of Science and Techology Beijing, BEIJING, CHINA
Xiurong Zhang   

School of Maxism, China University of Geosciences,, College of Economics and Finance City, Fujian Province, China, 362021 Quanzhou, China
Publish date: 2016-08-16
EURASIA J. Math., Sci Tech. Ed 2016;12(11):2851–2860
Appropriate curricula and materials should be planned to match with multimedia teaching design in order to reduce students’learning frustration and obstacle caused by insufficient experiences and basic competence. Multimedia dynamic, a curriculum oriented teaching instrument combined with cognitive psychology, cognitive load theory, and multimedia teaching theory, could easily attract students 'attention in the performing process so as to guide the learning, reduce the load of working memory, and further reduce the cognitive load.With multimedia dynamic presentation, teachers could design materials matching with class teaching for the attention guidance to help students actively search, select, and organize information, reduce the load of working memory and cognitive load, and enhance the learning effect.

Material and methods:
It is expected to apply multimedia dynamic teaching to attention guidance in this study. Under the principle of material design, multimedia dynamic teaching is regarded as the design subject and three classes are proceeded the teaching experiment.

The results show that including images into structural text information presents significant effects on students’learning outcome and the reduction of cognitive load.

This paper presents recommendations for the results, hoping it is help for our teachers to enhance students' learning and teaching methods.