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In computer supported teaching, the final test result was usually used to evaluate the teaching effectiveness. However, it was not easy to facilitate the students to make a significant progress in a short period. In this study besides the final test results, the cognitive load and non-test performances were also used to investigate the effectiveness of computer supported dynamic math teaching. Results indicated that though there was no significant difference in the final test results, computer supported dynamic math teaching performed significantly better in graphic related problems in non-test performances. Considering the combination results of the non-test performance and cognitive load, the computer supported dynamic math teaching method could facilitate more efficient learning. [ABSTRACT FROM AUTHOR]

This study proposes an e-Broadcasting System (EBS) for students΄ online learning. With the increase in network bandwidth and the progress of upgrading computer performance, the transmission and communication of multimedia information on the Internet is becoming increasingly popular. The e-Broadcasting System, based on live broadcast and video-on-demand services, can provide students with high-quality films as their needs at any time by integrating various video and audio devices to output video and audio frames. Students can clearly view the live teaching situation and learning materials of the remote class. In advance, this system combines Windows Media Services with learning management system such as Moodle. It is helpful for students to learn the recorded learning materials of the contents. [ABSTRACT FROM AUTHOR]

For the learning process with multimedia contents the split-attention effect postulates that learning results are better the higher the spatial proximity of text and picture elements is. This article shows that by the use of an artificially generated relationship between texts and pictures which are far away (according to the new principles of grouping by Palmer[1]), it is possible to attain learning results which are at least equal. The negative impact of the spatial distance between text and picture elements can therefore be avoided in a different way. So an online survey has been conducted and the data of 869 subjects have been evaluated regarding to their retention and transfer performance. [ABSTRACT FROM AUTHOR]

In multimedia learning, adding written text to a diagram tends to hurt learning when the verbal information could instead be presented as narration. Explanations of this effect have been based on models of working memory. The current study employs eye tracking to explore an alternative explanation: that this effect stems from differences in perceptual processing instead. The results of this study suggest that accompanying diagrams with written text leads to perceptual (visual) overload. This finding represents an important distinction for explanations of multimedia learning effects. [ABSTRACT FROM AUTHOR]