Effectiveness of virtual experiential learning for cognitive load reduction on traffic rules education
Borirug, Sirilak (2016) Effectiveness of virtual experiential learning for cognitive load reduction on traffic rules education. PhD thesis, Murdoch University.
Road accident is one of the major causes of mortality in many countries. Road traffic education is essential for all drivers in order to improve road safety and minimizes the impacts to the society due to road accidents. Virtual Experiential Learning (VEL) framework is proposed in this study to improve learning by reducing cognitive load in educating undergraduate students on traffic rules in Thailand. The VEL framework is developed based on the Mayer’s model, comprising learning instructions with multimedia presentations including Experiential Learning (EL) techniques, aiming to reduce cognitive overload while focusing on the education of traffic rules. The learning conceptual framework of Virtual Experiential Learning (VEL) combines with learning instructional materials, including multimedia and 3D based video instructions.
This study has been conducted with four different instructional designs, but they presented the same contents. The control group (group A) was based on traditional instructional design comprised text and pictures. Three other experimental groups were: (a) traditional instruction design with EL comprised narration of text and pictures (group B); (b) multimedia instruction design with EL comprised narration of text, pictures, sounds, and 2D animations (group C); and (c) 3D based instruction design with EL comprised of narration of text, pictures, sounds, and 3D videos (group D). The results were compared between pre-test, post-test and final-test scores of four groups of participants.
The results, multimedia instruction delivered with Experiential Learning (EL) and 3D based video instruction delivered with EL has improved learners’ knowledge on traffic rules. It was noted that learners’ knowledge was improved using multimedia instructional designs with EL techniques, and it also affected cognitive load reduction in short term memory. The study also found that 3D based video instructions affected cognitive load reduction and it provided the best results in terms of learner’s knowledge retention in the long term memory. Finally, the effect of learner satisfaction on cognitive load reduction was examined and it was found that learner satisfactions can affect the learning outcomes.
|Publication Type:||Thesis (PhD)|
|Murdoch Affiliation:||School of Engineering and Information Technology|
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