2026-05-22T20:49:48Zhttps://keep.lib.asu.edu/oai/requestoai:keep.lib.asu.edu:node-1551012024-12-20T18:25:12Zoai_pmh:alloai_pmh:repo_items155101
https://hdl.handle.net/2286/R.I.40781
http://rightsstatements.org/vocab/InC/1.0/
All Rights Reserved
2016
v, 106 pages : color illustrations
Doctoral Dissertation
Academic theses
Interactive multimedia--Psychological aspects.
Interactive multimedia
Text
eng
Brown, Andrew
Nelson, Brian
Savenye, Wilhelmina
Atkinson, Robert
Arizona State University
Partial requirement for: Ph.D., Arizona State University, 2016
Includes bibliographical references (pages 41-43)
Field of study: Educational technology
The purpose of this study was to investigate the impacts of three types of instructional presentation methods on learning, efficiency, cognitive load, and learner attitude. A total of 67 employees of a large southwestern university working in the field of research administration were randomly assigned to one of three conditions. Each condition presented instructional materials using a different method, namely dynamic integrated, dynamic non-integrated, or non-dynamic non-integrated. Participants completed a short survey, pre-test, cognitive load questions, learner attitude questions, and a post-test during their experience. The results reveal that users of the dynamic integrated condition treatment showed significant improvement in both learning and efficiency. The dynamic non-integrated participants had a faster mean time to complete an assigned task, however, they also had significantly lower average test scores. There were no other significant findings in terms of cognitive load or learner attitude. Limitations, implications and future studies are discussed.
Educational technology
Information Technology
Adaptive
cognitive load
Corporate Training
Enterprise Environment
Integrated Training
Split Attention
Cognitive learning
Computer programs--Study and teaching.
Computer programs
Instructional systems--Design--Psychological aspects.
Instructional systems
Measuring the effectiveness of enterprise application training: a comparative analysis of dynamic and integrated instruction