A cognitive principle based instructional design for conceptualization of computer concepts

Abstract

The increasing development of computer technologies has made multimedia learning an important learning and instruction strategy. The multimedia design alone, however, does not necessarily result in significant positive learning performance therefore there is need to thoroughly address the critical issue of how to develop effective multimedia instructional content that leads to desirable learning performance, motivation and contentment. Instructional designs like electronic learning and computer training provide different ways of delivering content, promote technology-centered environments that motivate students and add variety to learning. Some researchers have highlighted the advantages of using multimedia components alone not stressing their combinations whilst others outlined the positive effects of each of all the cognitive principles, however, stimulation only without education does not always make for sound instructional design in multimedia delivery. The researcher designed Cognitive Principle Instructional Strategies (CPIS) fro conceptualization of computer concepts. CPIS include different types of multimedia lectures combined with selected cognitive principles to give out maximum conceptualization and understanding in learners. The lectures included different combinations of audio and video and text using principles such as modality and redundancy. Data was collected using random sampling and analyzed using a statistical package (Predictive Analytics Software. Results indicated that the use of CPIS benefited learners more compared to traditional instruction strategies. The research revealed that CPIS is a motivational, interesting and even easier way of delivering lectures. Most learners have recommended instruction using CPIS as they highlighted the issues of high motivation, concentration, stimulation and understanding. The main essence of this research does not only lie with the type of multimedia components used but their combinations with a given number of certain cognitive principles in order to achieve optimal conceptualization of computer concepts. This will result in a more positive and effective process of conceptualizing introductory computer concepts.