Comparing the Effects of Interactive Multimedia and Video-Based Instruction on Students’ Cognitive Load and Course Interest: A Semi-Experimental Pilot Study
Background: With the rapid expansion of virtual learning, especially during the COVID-19 pandemic, there is a growing need to evaluate the effectiveness of different virtual teaching methods. This study aimed to compare the effects of interactive multimedia-based and video-based virtual education on...
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Shiraz University of Medical Sciences
2025-06-01
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| Series: | Interdisciplinary Journal of Virtual Learning in Medical Sciences |
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| Online Access: | https://ijvlms.sums.ac.ir/article_51076_74006ae395e3576175f1bbae1bf4c34b.pdf |
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| author | Zeinab safdari Saeed Moosavipour Zabih Pirani |
| author_facet | Zeinab safdari Saeed Moosavipour Zabih Pirani |
| author_sort | Zeinab safdari |
| collection | DOAJ |
| description | Background: With the rapid expansion of virtual learning, especially during the COVID-19 pandemic, there is a growing need to evaluate the effectiveness of different virtual teaching methods. This study aimed to compare the effects of interactive multimedia-based and video-based virtual education on cognitive load and course interest among postgraduate students.Methods: This semi-experimental study was conducted with a pre-test and post-test design among 29 master's students who were taking a research methods course at Arak University, Iran, between September 2021 and June 2022. Participants were assigned to two intervention groups: interactive multimedia (n=16) and video-based education (n=13). Both groups received the same instructional content through their respective virtual formats over a three-month period. Cognitive load was measured using the Paas Cognitive Load Scale (1994), and course interest was assessed with the Keller and Sobia Interest in Course Questionnaire (1993). Data were analyzed using paired t-tests and independent t-tests in SPSS version 26.Results: Both the interactive multimedia and video-based groups showed a significant decrease in cognitive load from pre-test to post-test (p=0.01 for both), with no significant difference between groups at either time point (pre-test p=0.75, post-test p=0.63). Regarding course interest, both groups showed significant improvement in the attention dimension (p=0.03 for multimedia, p=0.04 for video), but only the interactive multimedia group demonstrated significant increases in relevance, confidence, and satisfaction. There were no significant differences between the groups in any variable at the start or after the intervention.Conclusion: Educational videos and interactive multimedia seem to ease cognitive load and support learning by activating various sensory channels. Furthermore, these tools allow students to practice, review, and learn at their own pace, which can lead to more profound learning. The interactive features of digital content can also make the learning environment more attractive, thereby boosting student engagement and persistence. |
| format | Article |
| id | doaj-art-95b9ab4ba0f141a69578d1dede8567ca |
| institution | DOAJ |
| issn | 2476-7263 2476-7271 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Shiraz University of Medical Sciences |
| record_format | Article |
| series | Interdisciplinary Journal of Virtual Learning in Medical Sciences |
| spelling | doaj-art-95b9ab4ba0f141a69578d1dede8567ca2025-08-20T02:59:57ZengShiraz University of Medical SciencesInterdisciplinary Journal of Virtual Learning in Medical Sciences2476-72632476-72712025-06-0116217919010.30476/ijvlms.2025.101664.129051076Comparing the Effects of Interactive Multimedia and Video-Based Instruction on Students’ Cognitive Load and Course Interest: A Semi-Experimental Pilot StudyZeinab safdari0Saeed Moosavipour1Zabih Pirani2Department of Psychology, Arak Branch, Islamic Azad University, Arak, IranDepartment of Psychology, Faculty of Human Sciences, Arak University, Arak, IranDepartment of Psychology, Arak Branch, Islamic Azad University, Arak, IranBackground: With the rapid expansion of virtual learning, especially during the COVID-19 pandemic, there is a growing need to evaluate the effectiveness of different virtual teaching methods. This study aimed to compare the effects of interactive multimedia-based and video-based virtual education on cognitive load and course interest among postgraduate students.Methods: This semi-experimental study was conducted with a pre-test and post-test design among 29 master's students who were taking a research methods course at Arak University, Iran, between September 2021 and June 2022. Participants were assigned to two intervention groups: interactive multimedia (n=16) and video-based education (n=13). Both groups received the same instructional content through their respective virtual formats over a three-month period. Cognitive load was measured using the Paas Cognitive Load Scale (1994), and course interest was assessed with the Keller and Sobia Interest in Course Questionnaire (1993). Data were analyzed using paired t-tests and independent t-tests in SPSS version 26.Results: Both the interactive multimedia and video-based groups showed a significant decrease in cognitive load from pre-test to post-test (p=0.01 for both), with no significant difference between groups at either time point (pre-test p=0.75, post-test p=0.63). Regarding course interest, both groups showed significant improvement in the attention dimension (p=0.03 for multimedia, p=0.04 for video), but only the interactive multimedia group demonstrated significant increases in relevance, confidence, and satisfaction. There were no significant differences between the groups in any variable at the start or after the intervention.Conclusion: Educational videos and interactive multimedia seem to ease cognitive load and support learning by activating various sensory channels. Furthermore, these tools allow students to practice, review, and learn at their own pace, which can lead to more profound learning. The interactive features of digital content can also make the learning environment more attractive, thereby boosting student engagement and persistence.https://ijvlms.sums.ac.ir/article_51076_74006ae395e3576175f1bbae1bf4c34b.pdfeducationdistancemultimediavideo-assistedcognitive loadcourse interestaudiovisual aids |
| spellingShingle | Zeinab safdari Saeed Moosavipour Zabih Pirani Comparing the Effects of Interactive Multimedia and Video-Based Instruction on Students’ Cognitive Load and Course Interest: A Semi-Experimental Pilot Study Interdisciplinary Journal of Virtual Learning in Medical Sciences education distance multimedia video-assisted cognitive load course interest audiovisual aids |
| title | Comparing the Effects of Interactive Multimedia and Video-Based Instruction on Students’ Cognitive Load and Course Interest: A Semi-Experimental Pilot Study |
| title_full | Comparing the Effects of Interactive Multimedia and Video-Based Instruction on Students’ Cognitive Load and Course Interest: A Semi-Experimental Pilot Study |
| title_fullStr | Comparing the Effects of Interactive Multimedia and Video-Based Instruction on Students’ Cognitive Load and Course Interest: A Semi-Experimental Pilot Study |
| title_full_unstemmed | Comparing the Effects of Interactive Multimedia and Video-Based Instruction on Students’ Cognitive Load and Course Interest: A Semi-Experimental Pilot Study |
| title_short | Comparing the Effects of Interactive Multimedia and Video-Based Instruction on Students’ Cognitive Load and Course Interest: A Semi-Experimental Pilot Study |
| title_sort | comparing the effects of interactive multimedia and video based instruction on students cognitive load and course interest a semi experimental pilot study |
| topic | education distance multimedia video-assisted cognitive load course interest audiovisual aids |
| url | https://ijvlms.sums.ac.ir/article_51076_74006ae395e3576175f1bbae1bf4c34b.pdf |
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