The effect of educational multimedia on the basis of cognitive load theory on learning, memorizing and motivating academic achievement of mentally retarded students in the science course

The purpose of this study was to investigate the effect of educational multimedia on the basis of cognitive load theory on learning, retention and motivation of academic achievement of elementary school students in elementary school lessons. The method of this quasiexperimental research was a pre-test-post-test design with control group. In the Shahid Rajaeeye school, there were four classes in the third grade elementary school, randomly selected from two classes. Out of these two open classes, randomly, one class was selected as the experimental group and one class as the control group. Pretest Learning and pre-test The motivation for academic achievement was implemented in both experimental and control groups by the researcher. The main task of teaching in the control group was the responsibility of the class teacher. But for teaching in the experimental group, only the educational software provided by the researcher was used. The post-test, learning and post-test, motivates academic achievement by the researcher. At this stage, the researcher performed the retention test on the students individually for two weeks after the implementation of the test. The results of this research have shown that the use of educational multimedia based on cognitive load theory improves the learning, memory and motivation of academic achievement of mentally retarded students in the science course. Therefore, it is suggested to use educational multimedia based on the theory of cognitive load in teaching science lessons.