وصف نموذجي لطرق عرض المادة التعليمية كمصدر للعبء المعرفي في التصاميم التعليمية

Abstract EN

The current research paper aimed to provide an exemplary description of the methods of modality as a source of the cognitive load in instructional designs, and it started through the possibility of it occurring as a result of design defects in the instruction of the material in a way that does not correspond to the knowledge system of the learner, so the material may take in its content multiple modality (text, image) the effect of modality of the material appears in two characteristics (the effect of split-attention, the effect of verbosity).

images from a hypothetical activity that illustrate these effects were included with the introduction of the proposed alternative formulation from the cognitive load theory, and we concluded recommendations for improving instructional design.