The affordances of computer-based learning environments make them powerful tools for conveying information in higher education. However, to most effectively use these environments, students must be adept at self-regulating their learning. This self-regulation is effortful, including a myriad of processes, including defining tasks, making plans,…

This study aims to conduct a systematic review of studies on neuroimaging measurements used in multimedia learning research. The particular aim of the review is to explore how cognitive processes in multimedia learning are studied with relevant variables through neuroimaging technology. Studies that met the inclusive criteria were selected and…

The goal of this qualitative study was to answer the question: How do educators make sense of learning in virtual reality? This study utilized multimedia learning theory and cognitive load theory to explore how educators understand virtual reality in education. Pre- and post-interviews as well as a VR experience were conducted with 13 educators…

Previous research often revealed detrimental effects of seductive details on learning with multimedia instruction, but there are mixed findings regarding how to best explain these detrimental effects. We investigated whether the detrimental effects of seductive details are mainly mediated by the cognitive processes of diversion (deeper processing…

The empirical evidence concerning the question whether an instructor should be presented on online lecture slides is equivocal and two lines of theoretical reasoning exist. On the one hand, the instructor may distract from the content, thereby hampering learning; on the other hand, the instructor may function as a social cue that triggers a more…

Due to the ever-increasing leveraging of technology in learning and human performance, multimedia e-learning continues to see rapid adoption as an instructional method for both business and formal education environments. Cognitive load theory (CLT) and the cognitive theory of multimedia learning (CTML) provide prescriptive strategies to optimize…

Human movement plays a foundational role in cognition and learning. This topical collection brings together theoretical and empirical work examining how gestures, physical activity, and virtual movement enhance learning in language, multimedia, and activity-based learning. Regarding language learning, interacting with virtual object improves…

This article proposes a novel conceptual framework that integrates Artificial Intelligence (AI) with Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML) to enhance Open Distance eLearning (ODeL) systems. By bridging the gap between traditional cognitive theories and cutting-edge AI technologies, this framework…

Although a modality effect indicating better learning from an animation with spoken learning guidance than from an animation with written learning guidance has often been found in research on learning from animation, the effect has hardly been investigated for learning from computer simulation. This study examined the interaction effects between…

Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted…

As intelligent systems demand for human-automation interaction increases, the need for learners' cognitive traits adaptation in adaptive educational hypermedia systems (AEHS) has dramatically increased. AEHS utilize learners' cognitive processes to attain fair human-automation interaction for their adaptive processes. However, obtaining accurate…

Embodied learning tools (ELTs), such as building and manipulating models, bolster students' learning of spatially demanding science content, such as stereochemistry. However, studies comparing the effectiveness of virtual to physical ELTs on student learning are limited. This study compares online instruction using a virtual ELT, virtual models,…

The importance of using the interactive video has been widely recognized in e-learning courses. However, there are several variables that can affect learners' engagement and their learning through watching digital interactive videos. the main purpose of this study is to examine whether long interactive videos can improve students' performance in…

An important part of online courses is the delivery of instruction via video lectures. Video lectures should use media effectively to reduce extraneous load and maximize cognitive processing, thereby helping students to learn. Instructors may be able to reduce extraneous load by varying the number of audio and visual media used. This study…

If the goal of library instructional guidance is to provide students with the knowledge needed to acquire new skills in order to accomplish their learning objectives, then it is prudent to consider factors that impact learning. Cognitive load theory addresses several of these factors and is applicable to a wide-range of instructional devices used…