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Journal Article

The Mediating Effects of Germane Cognitive Load on the Relationship Between Instructional Design and Students’ Future Behavioral Intention  pp174-187

Jamie Costley, Christopher Lange

© May 2017 Volume 15 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp105 - 198

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Abstract

Instructional design is an important aspect of the learning experience within formal online courses. One way in which online instructional design may benefit students is by increasing their future behavioral intention to use educational materials. This is important because research has revealed that students’ use of educational resources is strongly connected with academic success. Additionally, higher quality instructional design will increase students’ levels of germane cognitive load, which is a powerful indicator of learning. This study surveyed a group of students (n = 1314) who participated in formal online classes in South Korea to investigate the relationships between instructional design and germane load, germane load and future behavioral intention, as well as instructional design and future behavioral intention. Results showed positive correlation among each of these relationships. Furthermore, a mediation model was used, and results showed that germane load completely mediates the relationship between instructional design and future behavioral intention. These relationships are examined to better understand learning and future behavioral intention in relation to instructional design within online learning environments.

 

Keywords: behavioral intention, cognitive load, germane load, e-learning, instructional design, MOOC

 

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Journal Issue

Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

View Contents Download PDF (free)

Keywords: active learning, higher education, student learning, student engagement, online course design and development, interdisciplinary collaboration, frustrations, TESL students’ perceptions, hypermedia reading materials, reading comprehension, virtual containers, STEAM, Open Educational Resources, content distribution platforms, e-learning platform, foreign languages, multilingualism, idiomatic competence, e-learning; global health education; connectivity; bandwidth management; capacity building; educational technologies, Clicker technology, Facebook, and Wiley Plus, Web-based homework, behavioral intention, cognitive load, germane load, e-learning, instructional design, MOOC, online community, Computer Mediated Communication (CMC), Communities of Practice (CoPs), nonverbal communication

 

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