Effects of multimedia on cognitive load, self‐efficacy, and multiple rule‐based problem solving

Abstract

Abstract This study investigates effects of multimedia on cognitive load, self‐efficacy and learners’ ability to solve multiple rule‐based problems. Two hundred twenty‐two college students were randomly assigned to interactive and non‐interactive multimedia groups. Based on Engelkamp's multimodal theory, the present study investigates the role of multimedia in multiple rule‐based problem solving. The findings indicate that providing learners with manipulative function in multimedia would facilitate their problem solving through reduced cognitive load and improved self‐efficacy. The study identifies a significant mediator effect for self‐efficacy that mediates between multimedia and learners’ problem solving. Discussion focuses on the effects of multimedia and self‐efficacy on learners’ performance in multiple rule‐based problem solving. Suggestions are made with regard to the design of problem solving in future studies.