Abstract
Learning in multimedia enhanced interactive environments has distinctly impacted the cognitive processing of information. Theoretical learning requires conceptual understanding while experimental learning requires cognition of underlying phenomena in addition to a firm grasp of procedures and protocols. Virtual laboratories have been recently introduced to supplement laboratory education. In this paper, an outline of the modes of knowledge representation for virtual laboratories is presented. The results from this work show how the combination of physical and sensory representations in virtual laboratories plays a key role in the overall understanding of the content. Information processing through visual, auditory, pictorial as well as interactive modes offers unique pathways to cognition. An analysis of comprehension for N=60 students showed a significant change in the time taken to answer questions as well as an overall improvement in scores when exposed to multimedia enhanced interactive virtual laboratories (MEIVL). This study also portrayed a reduction in the perception of difficulty in understanding physics experiments. Statistical tests on various modes of assessments were done both online and in classroom quantify the extent of improvement in learning based on the enabling, facilitating and split attention aspects of MEIVL.
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Achuthan, K., Brahmanandan, S., Bose, L.S. (2015). Cognitive Load Management in Multimedia Enhanced Interactive Virtual Laboratories. In: El-Alfy, ES., Thampi, S., Takagi, H., Piramuthu, S., Hanne, T. (eds) Advances in Intelligent Informatics. Advances in Intelligent Systems and Computing, vol 320. Springer, Cham. https://doi.org/10.1007/978-3-319-11218-3_15
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DOI: https://doi.org/10.1007/978-3-319-11218-3_15
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