Investigation impact of educational multimedia designed on the principles of cognitive load on learning and retention in the teaching of biology

The purpose of this research was Investigation impact of educational multimedia designed on the principles of cognitive load on learning and retention in the teaching of biology. The purpose of this study was quasi-experimental design was applied in order. The population consisted of all male students in high school science courses malayer city in which they were enrolled in the academic year 93-1392. Samples were selected using probability sampling. The sample size of 30 patients were divided randomly into two groups of 15, early The two pre-test was used. After the half-hour group sessions during 3 seasons in a manner Multimedia behavior was taught biology book And controls the content traditionally trained over 3 half-hour session. At the end of each of the three sessions of cognitive load extraneous assessment questionnaire was distributed among the students in both groups. At the end of both learning and retention posttest was use and data obtained using independent t-test were analyzed using SPSS software. The results showed that the use of multimedia learning in biology lesson cause reduce of extraneous cognitive load than the traditional method (t=14/13, significant 0/001 level). Also, reducing the extraneous of cognitive load in multimedia learning cause increase learning (t=5/87, significant 0/001 level) and retention (t=9/05, significant 0/001 level) students in a biology course. According to the findings, It is recommended that the multimedia educational training provided to executives on the principles of cognitive load theory based on their training.