Designing and validating an e-textbook based on the cognitive theory of multimedia learning and its effectiveness on students' grades and perceived cognitive load

In the last three decades, new technologies have gradually transformed academic educational resources; but this development has not necessarily improved the quality of students' learning. To this end, the purpose of the present case study is to design an electronic textbook based on the cognitive theory of multimedia learning and to evaluate its validity and effectiveness on students' learning and cognitive load. This applied and mixed method research was conducted in five stages: 1) designing an e-textbook based on the cognitive theory of multimedia learning, 2) validation using the opinions of experts; 3) Initial implementation and survey of students; 4) Modifying the e-textbook based on the opinions of experts and students; 5) Final implementation. First, a multimedia textbook was developed based on the principles of cognitive theory of multimedia learning. Then, using descriptive questionnaire, six experts were surveyed about it. In the initial implementation phase, 27 students completed a survey form about the electronic resource, and the scores of the students in the two groups of e-textbook and printed textbook were compared. At this stage, the difference in student scores was not significant. In the final phase, 137 students were compared in two groups of printed and electronic textbooks. At this stage, students in e-textbook group scored higher than those who used the print textbook. Also, using e-textbook was associated with decrease in intrinsic and extraneous cognitive load and an increase in germane cognitive load. The results of this study can provide a model for future instructional design of e-textbooks.