Date of Award
Doctor of Philosophy (PhD)
The primary purpose of this dissertation was to explore whether self-regulation or cognitive load have mediating effects on both learning experiences and learning effectiveness in tailored versus non-tailored interactive multimedia instructional (IMI) training. Although, there is a plethora of literature looking at the impact of cognitive load in IMI (Clark, 2008; Mayer, 2005; Mayer, 2008; Mayer, Griffith, Jurkowitz, & Rothman, 2008; Sweller, 2011) or looking at self-regulation (Pintrich, 2000a, 2000b; Schunk, Meece, & Pintrich, 2012; Zimmerman et al., 2000) separately, there is limited literature that looks at self-regulation and cognitive load in tailored IMI instruction, and even less literature examining these variables within the military population. Participants were soldiers both junior and senior in their military career attending a leadership based course at two different Army installations. Several measures were used to collect data both prior to (MSLQ, demographics, pretest) and after (learning experiences survey, NASA-TLX, posttest) soldiers engaged in the IMI training. Data analysis involved the use of quantitative statistical procedures to test levels of significance, along with the magnitude of relationships between the different variables. Results indicate that individuals who came into the training with self-regulation skills tended to score better on the pretest but by the time they reached the posttest these differences did not appear to have a significant impact on learning. Additionally, self-regulation and cognitive load appeared to have different effects on participants depending on their learning experiences and career experience.
Bankus, Tammy A..
"Self-Regulation and Cognitive Load as Mediating Factors for Tailored Interactive Multimedia Instruction"
(2016). Doctor of Philosophy (PhD), Dissertation, Educ Curriculum/Instruction, Old Dominion University, DOI: 10.25777/1492-tc87