Post on 11-Feb-2017
Taehyeong LimChonnam National University, South Korea
International Cognitive Load Theory Conference 2010
The Relationship between Reading Purpose and Presentation Format for
Optimized Cognitive Load
e-Learning and Multimedia Learning Readability on Computer Screen
Cognitive Load and Effective Screen Design
Ⅰ. INTRODUCTION
≠
Multimedia Cognitive Load
Purpose of Study
Purpose of study was to investigatedthe effect of Reading Purpose
and Presentation Formaton Comprehension Test
and Cognitive Load Factors
Ⅰ. INTRODUCTION
Reading Purpose and Cognitive Strate-gies
Reading for study Reading for Enter-tainment
Cognitive
Strate-
gies
Memorization
Paraphrasing
Rereading
Evaluating
Emotional re-
sponse
Associations
Ⅱ. THEORETICAL BACKGROUND
Keyhole mode Carousel mode
Presentation Format
Ⅱ. THEORETICAL BACKGROUND
* Cited from Barrett, 2002 “Implementing RSVP as an Image Browser”
Ⅱ. THEORETICAL BACKGROUND
Keyhole mode Carousel mode
Good to focus on one
page
Good to compare in-
formation on different
pages
Keyhole versus Carousel
Ⅲ. METHODS Participants 98 university students (37 males, 61 females)
Independent Vari-ables
Reading Purpose Presentation Format
Dependent Vari-ables
Compre-hension
TestReading
TimeResponse
TimeMental Ef -
fortTask Diffi-
culty Usability
Ⅲ. METHODS
N=98Presentation Format
Keyhole Carousel
ReadingPurpose
Study 18 16
Enter-tain. 16 15
Control 18 17
Ⅲ. METHODS
Keyhole mode Carousel modePresentation Format
Ⅲ. METHODS
TrainingSession Treatment
CognitiveLoad
survey
Compre-hension
Test
Procedure
Ⅳ. RESULTS
Comprehension Test
Reading Time
Response Time
Mental Effort
Task Difficulty
Usability
Main Effect at reading pur-
pose
Main Effect at pre-sentation format
Interaction
Ⅳ. RESULTS
Source SS df MS F p
Reading purpose (R) 53950.93 2 26975.47 3.54 .033*
Presentation formats (P) 108.37 1 108.37 .01 .905
R × P 1271.27 2 635.64 .08 .920
Error 700626.23 92 7615.50
Total 756456.31 97
*p < .05
Reading Time
Ⅳ. RESULTS
Reading for study is longer than other conditionsReading Time
Source SS df MS F p
Reading purpose (R) 2698.79 2 1349.40 .28 .754
Presentation formats (P) 378.21 1 378.21 .08 .779
R × P 33301.29 2 16650.65 3.50 .034*
Error 438180.15 92 4762.83
Total 473417.27 97
*p < .05
Ⅳ. RESULTS
Response Time
Study x Carousel is the fastest
Ⅳ. RESULTS
Response Time
Cognitive load factors (MEN,DIF,USE)
SourceDependent
Variable
Wilks’ LambdaF p ƞ2
Reading
purpose(R)
MEN.88
(p=.074)
2.82 .065 .058
DIF .52 .596 .011
USE 2.63 .077 .054
Presentation
format (P)
MEN.95
(p=.180)
.94 .335 .010
DIF .26 .609 .003
USE 4.61 .034* .048
R × P MEN.96
(p=.660)
.49 .614 .011
DIF .51 .605 .011
USE .55 .580 .012*p < .05
Ⅳ. RESULTS MEN : Mental EffortDIF : Task DifficultyUSE : Usability
Ⅳ. RESULTS
Usability
Carousel mode is higher
Comprehension Test
• Study purpose is longer.Reading Time
• Study X Carousel is the fastest.Response Time
Mental Effort
Task Difficulty
• Carousel mode is higher.Usability
Ⅴ. DISCUSSION
NSD
NSDNSD
SIG.
SIG.SIG.
LIMITATION
FURTHER RESEARCH
The comprehension test was not transfer test
The materials consist of four pages
Image information
Eye-tracking
Thank you