Effect of Multimedia-Based Tagging Manipulations on The Learning Outcomes and Cognitive Load in Computer-Assisted Learning Environments

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dc.contributor.authorTugtekin, Esra Barut
dc.contributor.authorDursun, Ozcan Ozgur
dc.date.accessioned2026-04-04T13:33:34Z
dc.date.available2026-04-04T13:33:34Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractThe main aim of this study is to test the effects of various multimedia tagging strategies on learning outcomes and cognitive load. Multimedia tagging is the process by which metadata, including titles or keywords, is assigned to multimedia content to enhance its management and presentation. Five multimedia tagging strategies-text, 2D visuals, 2D animations, symbols, and audio-were examined across six treatment groups, including a control group. Significant differences in retention, transfer, and comprehension test scores were found, with the 2D Visual-tagged group over-performed in all instances, while the lowest performance belonged to the audio-based tagged group. None of the multimedia tags-derived from text, 2D images, 2D animations, symbols, or audio-induced extraneous cognitive load; nonetheless, visual-intensive tagging strategies resulted in delays in secondary task responses. Although, 2D Visual-based tags are found to be more effective in enhancing learning outcomes and managing cognitive load in video-based instructional materials.
dc.description.sponsorshipAnadolu University Scientific Research Projects [1801E004]; Scientific and Technological Research Council of Turkiye (TUBITAK) [BIDEB 2211-A]
dc.description.sponsorshipThis study was supported by Anadolu University Scientific Research Projects [Grant No: 1801E004]. We would also like to thank The Scientific and Technological Research Council of Turkiye (TUBITAK) for supporting the PhD process of correspondence author with BIDEB 2211-A scholarship.
dc.identifier.doi10.1080/10447318.2025.2554304
dc.identifier.issn1044-7318
dc.identifier.issn1532-7590
dc.identifier.orcid0000-0003-0109-0581
dc.identifier.scopus2-s2.0-105016763942
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/10447318.2025.2554304
dc.identifier.urihttps://hdl.handle.net/11616/109252
dc.identifier.wosWOS:001569519100001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTaylor & Francis Inc
dc.relation.ispartofInternational Journal of Human-Computer Interaction
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250329
dc.subjectTagging
dc.subjectmultimedia
dc.subjectcognitive load
dc.subjectlearning outcomes
dc.subjectmultimedia information retrieval theory
dc.titleEffect of Multimedia-Based Tagging Manipulations on The Learning Outcomes and Cognitive Load in Computer-Assisted Learning Environments
dc.typeArticle

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