ABSTRACT

In this study, the effects of using cueing with a narrator in animations on science learning and cognitive load level of elementary students have been revealed. For this purpose, a quantitative research design is used in the study. 223 third grade students, 124 of them are girls and 99 of them are boys, have formed the sample. The results show that there is a significant difference between students’ pre-test and post-test scores in both experimental (cueing) and control (non-cueing) groups. Post-test scores of the students in the experimental group are higher than the control group. In addition, there is a meaningful difference in students’ learning, cognitive load levels and mental efforts in favor of the experimental group. On the other hand, there is no significant difference in terms of difficulty perceptions between groups. Lastly, negative and medium correlation is found between their learning and cognitive load levels in the experimental group. Consequently, using cueing in animations is important in order to increase students’ learning and reduce their cognitive load level.

摘要

在这项研究中，揭示了在动画中使用旁白提示对小学生科学学习和认知负荷水平的影响。为此，本研究采用定量研究设计。223名三年级学生组成了样本，其中女生124人，男生99人。结果表明，实验组（提示）组和控制组（非提示组）学生的前测和后测成绩均存在显着差异。实验组学生的后测成绩高于控制组。此外，实验组学生的学习、认知负荷水平和脑力劳动方面存在显着差异。另一方面，各组之间在难度感知方面没有显着差异。最后，在实验组中，他们的学习和认知负荷水平之间存在负相关和中等相关。因此，在动画中使用提示对于提高学生的学习能力和降低他们的认知负荷水平非常重要。