出版社：Australian Institutes for Educational Research
摘要：Quality of instruction within media-rich environments is an important aspect of theonline learning process. Instructors need to avoid the presentation of confusing contentcaused by diverse forms of media, which can induce higher levels of extraneousprocessing and negatively affect germane cognitive load. Maintaining high levels ofgermane load is imperative for student success in e-learning, as germane load directlycontributes to learning through the processing of relevant information. One approachthat students may take to manage diverse forms of media is to regulate their effort, aspast research has shown that high levels of effort not only positively contribute tolearning, but also aid students in effectively overcoming distractions within the onlinelearning environment. However, because extraneous processing caused by distractingmedia has such a negative influence on learning, it is hypothesised in this study thatmedia diversity negatively moderates the relationship between self-regulated effort andgermane load. This study analysed survey responses from a group of university students(N = 2363) who participated in online learning classes in South Korea and looked at themoderating effects of media diversity on the relationship between self-regulated effortand germane load. The results showed that as media diversity increased, the strength ofthe relationship between self-regulated effort and germane load decreased. A review ofthe extant research is provided along with analytical explanations as to why the results ofthis study show that self-regulated effort is not enough to overcome confusing contentfrom media diversity.
