Keywords

cognitive load, student, satisfaction, online, learning, multimedia, mental effort, cognition, motivation, e-learning, context, survey, quantitative analysis, relationship study

Abstract

This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., 'learning') from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the literature to find directions to fulfill the goal of this study. A survey was conducted and 1,401 students responded to an instrument that contained 24 items. Multiple analysis techniques found a positive, moderate, and significant (p > .01) correlation between cognitive load and satisfaction. Most importantly, the results found that approximately 25% of the variance in student satisfaction with learning online can be explained by cognitive load. New constructs emerged from a Principal Components Analysis that suggest a refined view of student perspectives and potential improvement to guide instructional design. Further, a correlation, even a moderate one, has not previously been found between cognitive load and satisfaction. The significance of this finding presents new opportunities to study and improve online instruction. Multiple opportunities for future research are briefly discussed and guidelines for developing online course designs using interpretations of the emerged factors are made.

Notes

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Graduation Date

2010

Advisor

Dziuban, Charles

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0003164

URL

http://purl.fcla.edu/fcla/etd/CFE0003164

Language

English

Release Date

May 2011

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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