The effects of using screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students

Abstract

The Effects of Using Screencasting as a Multimedia Pre-Training Tool to Manage the Intrinsic Cognitive Load of Chemical Equilibrium Instruction for Advanced High School Chemistry Students Chemistry is a complex knowledge domain.Specifically, research notes that Chemical Equilibrium presents greater cognitive challenges than other topics in chemistry.Cognitive Load Theory describes the impact a subject, and the learning environment, have on working memory.Intrinsic load is the facet of Cognitive Load Theory that explains the complexity innate to complex subjects.The purpose of this study was to build on the limited research into intrinsic cognitive load, by examining the effects of using multimedia screencasts as a pre-training technique to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students.A convenience sample of 62 fourth-year high school students enrolled in an advanced chemistry course from a co-ed high school in urban San Francisco were given a chemical equilibrium concept pre-test.Upon conclusion of the pre-test, students were randomly assigned to two groups: pre-training and no pre-training.The pre-training group received a 10 minute and 52 second pre-training screencast that provided definitions, concepts and an overview of chemical equilibrium.After pre-training both groups received the same 50-minute instructional lecture.After instruction, all students were given a chemical equilibrium concept post-test.iii Independent sample t-tests were conducted to examine differences in performance and intrinsic load.No significant differences in performance or intrinsic load, as measured by ratings of mental effort, were observed on the pre-test.Significant differences in performance, t(60) = 3.70, p = .0005,and intrinsic load, t(60) = 5.34, p = .0001,were observed on the post-test.A significant correlation between total performance scores and total mental effort ratings was also observed, r(60) = -0.44,p = .0003.Because no significant differences in prior knowledge were observed, it can be concluded that pre-training was successful at reducing intrinsic load.Moreover, a significant correlation between performance and mental effort strengthens the argument that performance measures can be used to approximate intrinsic cognitive load.

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