اثربخشي اصول طراحي آموزشي (14 اصل چند رسانه اي مرينبور و كستر)بر بارشناختي و يادگيري موضوعات يادگيري در محيط هاي چندرسانه اي

The Effectiveness of Instructional Design Principles (14 Multimedia Principles of van Merriënboer and Kester) on Learning Issues Cognitive Load and Learning in Multimedia Learning Environments

هدف از پژوهش حاضر تعيين اثربخشي رعايت اصول طراحي آموزشي بربارشناختي، يادگيري و يــاد داري در محــيط هــاي يــادگيري چندرســانه اي مــي باشــد. ضــرورت انطبــاق آمــوزش بــا محدوديت هاي سيستم شناختي ياد گيرندگان دغدغه اصلي نظريه بارشناختي بوده است، با توجه به محدوديت ظرفيت شناختي انسـان، طراحـي موضـوعات يـادگيري در محـيط هـاي يـادگيري چند رسانه اي براساس نظريه بارشناختي از اهميت بسـزايي برخـوردار اسـت. پـژوهش حاضـر از نوع طرح هاي تحقيق آزمايشي مداخلـه اي پـيش آزمـون- پـس آزمـون بـا گـروه كنتـرل (گـروه آزمايش بر مبناي سي دي آموزشي طراحي شده براساس 14 اصل چند رسانه اي و گروه كنترل براساس سي دي آموزشي بدون 14 اصل چند رسانه آموزش ديدند) مـي باشـد. پـژوهش شـامل كليه دانشجويان ورودي سال تحصيلي 91-90 ،رشته علوم تربيتي دانشگاه پيام نور مركز بوكـان بود كه تعداد آنها 540 نفر مي باشد. نمونه پژوهش شامل 180 نفر (110 مردو 70 زن) مي باشـد كه در دو گروه آزمايش (55 مرد و 35 زن) و كنترل (55 مرد و 35 زن) بـه شـيوه نمونـه گيـري تصادفي ساده انتخاب شدند. ابزارهاي پژوهش شامل: آزمون يـادگيري محقـق سـاخته، مقيـاس اندازه گيري بارشناختي پاس، نرم افزار آموزشي محقق ساخته براساس 14 اصل چنـد رسـانه اي و پرسشنامه 72 سوالي محقق ساخته 14 اصل چند رسانه اي مي باشد نتايج پژوهش نشان داد كـه اصول رعايت طراحي آموزشي بر كاهش بارشناختي و افزايش يادگيري گروه آزمـايش نسـبت به گروه گواه تأثير معني داري ( 0/01 ≥P)دارد. همچنين رابطه هريك از مؤلفه هاي چهارگانـه (14 اصل چندرسانه اي) با بارشناختي ويادگيري درسطح (01/0 ≥P) معني دار بود

The aim of the present research is determining the effectiveness and consideration of the principles of educational (instructional) designing, which is applied in cognitive load, learning and teaching in multimedia learning environments. The main concern of cognitive load has been the necessity of existence of an adjustable relationship between education and the restrictions of cognitive system of learners. Regarding the restrictions of human being’s cognitive capacity, designing various learning subjects in multimedia learning environments -based on the cognitive load- has a significant importance. This research has been selected from experimental researches pretest- posttest interfering, which has group-control (the test group has been trained according to the instructional CD based on the 14 principles of multimedia, and the control group has been trained also according to the instructional CD but without the 14 principles of multimedia). This study includes all of the counseling students of Payame Noor University of Bookan which entered the university in 1390-91; the number of the students amounts to 540 students. The specimen of the research included 180 people (110 men and 70 women) which was harmonized based on Riyun’s intelligence quotient test. Moreover, they were chosen from two groups: test-group (including 55 men and 35 women) and control group (including 55 men and 35 women). The way of selection was based on simple and casual specimen. Different research’s instruments include: investigated learning test, Pas’s measuring cognitive load scale, the investigated instructional software based on 14 principles of multimedia, a questionnaire with 72 questions, which has been investigated based on 14 principles of multimedia. The results of the research showed that the consideration of the principles of educational designing in relation to group evidence has a meaningful effect (P>./01), in decreasing cognitive load and increasing learning of group test. Moreover, the relationship of each of the multiple factors (14 principles of multimedia) with cognitive load and learning was in a meaningful level.