Comparing the Effects of Interactive Multimedia and Video-Based Instruction on Students’ Cognitive Load and Course Interest: A Semi-Experimental Pilot Study

Document Type : Original Article

Authors

1 Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran

2 Department of Psychology, Faculty of Human Sciences, Arak University, Arak, Iran

10.30476/ijvlms.2025.101664.1290

Abstract

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.

Highlights

Zeinab Safdari (Google Scholar)

Saeed Moosavipour (Google Scholar) 

Keywords

References

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History

  • Receive Date: 08 February 2024
  • Revise Date: 15 July 2024
  • Accept Date: 20 July 2024
  • Publish Date: 01 June 2025

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