Cognitive Load Approach to Digital Comics Creation: A Student-Centered Learning Case

Abstract

Featured Application: The present work has applications in the field of primary and secondary education. The work describes how educators can take advantage of digital comics creation for the learning of applied science in school. The study has implications not only for educators of applied sciences but also those of other educational disciplines. The study also outlines directions for future research to further clarify the appropriate instructional approach that could render digital comics an effective educational method. The use of comics and their creation is an especially promising tool to enable students to construct new knowledge. Comics have already been adopted in many applied sciences disciplines, as the combination of text and images has been recognized as a powerful learning tool. Educational activities and tools, however, must not create an overload on students’ working memory that could hinder learning. In the current study, we investigated, through pre-test and post-test performance, the effect of digital comics creation on students’ efforts to construct new knowledge. Furthermore, through the multidimensional NASA-TLX, we assessed the cognitive load imposed on students. The results were in favor of digital comics creation, ranking it as an efficient instructional activity. Specifically, the students’ performance after digital comics creation improved and the imposed load on students was normal. Also, studying the weighing procedure between the NASA-TLX dimensions, frustration and temporal demand were found to be the most aggravating dimensions. Finally, implications for teachers and future research recommendations are discussed.