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)
STARS Citation
Bradford, George, "A Relationship Study Of Student Satisfaction With Learning Online And Cognitive Load" (2010). Electronic Theses and Dissertations. 4315.
https://stars.library.ucf.edu/etd/4315