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Design+ Evaluating a building code app

called schemata in the long-term memory – a process Cognitive load can determine the effectiveness of the
required for meaningful learning. Multimedia learning learning or teaching method. Typically, lower cognitive
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improves comprehension, lowers anxiety, and improves loads are linked to higher learning performances, whereas
motivation. Displaying information both visually and poorer performances are linked to higher loads. Recent
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verbally helps learners build integrated mental models studies have shown that intrinsic load can be adjusted
that make it easier for them to remember information. to decrease load. Therefore, learning material should be
However, adding repeated and irrelevant visual or verbal designed to minimize extraneous load, allowing mental
information affects learning and increases extraneous effort to focus on germane load. Humans have two
load. 9 channels; one is used to process visual information, and
Mayer developed five principles that lowered extraneous the other is used to process auditory information. An
processing in multimedia learning environments. These approach has been suggested to display part of the learning
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principles include coherence, signaling, redundancy, content visually and the other part verbally.
spatial contiguity, and temporal contiguity. The coherence Homer et al. conducted two studies to assess the
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principle suggests that removing unnecessary material use of video in multimedia learning environments by
can liberate memory capacity to build schemata. The evaluating learning, cognitive load, and social presence.
signaling principle suggests that learning can be more The first study divided participants into two conditions,
effective when cues are added to emphasize the major key a lecture video with slides or the lecture slides with
point of the material, which can be done through verbal narrated audio and no video. This study found a significant
or visual signaling. Meanwhile, the redundancy principle difference in cognitive load, especially in the group
indicates that multimedia presentations are more effective that watched the video. The second study also divided
when using graphics and narrations instead of combining participants into two groups, the video and no video
on-screen text, graphics, and narrations. This is due to condition. However, they collected background knowledge
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the text causing visual overload. Therefore, replacing and visual/verbal learning preferences before studying.
visual text with verbal text and adding visual cues to This study revealed that students who preferred low visual
the instructions can reduce mental efforts. Moreover, learning experienced higher cognitive load during the
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the spatial contiguity principle suggests that learning is video condition, while those who preferred high visual
enhanced when related text and pictures are presented learning had higher cognitive load during the no video
and placed closely together instead of separately. This condition. 9
organization can help the learner maintain both types of
information longer in their working memory, improving 2.5. Concept maps
their active learning. Finally, the temporal contiguity Joseph D. Novak created the idea of concept mapping,
principle refers to words and pictures or narrations and suggesting that meaningful learning occurs when
animations that correspond to each other and should be new concepts and ideas are integrated into existing
presented together instead of one after the other. 12 cognitive structures. Concept maps are visual knowledge
representations composed of nodes and links that
2.4. Cognitive load demonstrate the relationship (links) between the concepts
Cognitive load theory, developed by Sweller in 1991, is a (nodes). These maps can be used for various purposes
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model that explains how the mind processes multimedia such as brainstorming, composing complex structures,
information. The brain has limited working memory explaining complex ideas, and helping to learn by
to process visual and verbal information. Learning new integrating new and prior knowledge. Some of their
skills and tasks affects the working memory. There are benefits include easy and quick recognition, and usage of
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three types of cognitive load, intrinsic load, extraneous minimal text that facilitates scanning of words, phrases,
load, and germane load. Intrinsic load is the difficulty of and main ideas. Finally, they are easier to understand
the material or task being learned, the harder the task the and convey meaning rather than just words. Along with
more the intrinsic load. Extraneous load is the mental technological advancement, the creation of various
effort imposed based on the design and presentation of software to design concept maps has been developed.
the learning material. Therefore, the better the learning The use of computers for creating concept maps holds
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content is presented the lower the extraneous load. While more advantages such as its ease of adding, deleting, and
germane load is the mental effort used to understand new making additional changes. They also allow automatic
information and incorporate it into existing knowledge or dynamic linking and conversion of different files, as well
schemata. The process of creating schemata helps with as enable quick and reliable communication and digital
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students’ learning. 10 storage. Yousoof et al. suggested using concept maps
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Volume 2 Issue 1 (2025) 3 doi: 10.36922/dp.4730