Applying Cognitive Load Theory to the Design of Online Learning. Page: 28
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Approval to conduct this study was received from the Institutional Review Board
(IRB) for the protection of Human Subjects in Research at the University of North Texas
(see Appendix D). Following the guidelines provided by the review board, a
computerized consent form was developed to provide each study participant with
information concerning study purpose, description, procedures, and confidentiality. This
form described the research subject's rights as well as time required to complete the
survey, risks associated with participation, and contact information for any questions or
concerns.
Data Analysis
In planning the study, it was anticipated that descriptive statistics would be
calculated to summarize and describe the data collected. A computerized survey form
was set up to measure categories representing demographic data, content knowledge,
and mental effort. Reponses to the content knowledge items were coded into the
computerized response form as a 1 (correct answer) or 0 (incorrect answer). Mental
effort was internally coded using the 9-point Paas scale, with 1 representing low effort
and 9, high effort. Responses from the surveys were stored in a computerized database
and transferred to SPSS 12.0 (Statistical Package for Social Sciences) for analysis.
Independent samples t tests were used to compare the mean performance
scores of the treatment groups (i.e., the sections using redesigned materials) versus the
control groups for all three courses. Independent samples t tests are widely used to
compare the means on a dependent variable for two independent groups. For small
sample sizes, the equal variances version of the test provides an exact test of the28
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Burkes, Kate M. Erland. Applying Cognitive Load Theory to the Design of Online Learning., dissertation, May 2007; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc3698/m1/36/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .