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The affordances of computer‐based learning environments make them powerful tools for conveying information in higher education. However, to most effectively use these environments, students must be adept at self‐regulating their learning. This self‐regulation is effortful, including a myriad of processes, including defining tasks, making plans, using and monitoring the efficacy of high‐quality learning strategies, and reflecting on the learning process and outcomes. Therefore, higher education instructors and course designers should design computer‐based learning environments to ease learning and free up mental resources for self‐regulation. This chapter describes how design principles from the cognitive theory of multimedia learning can facilitate learning in computer‐based learning environments and promote self‐regulated learning. Examples of the multimedia, personalization, and generative activity principles are presented to show how the cognitive theory of multimedia learning can guide design and promote students’ selection, organization, and integration of content, resulting in better understanding and more mental resources available for self‐regulated learning and the deeper learning it can afford.
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Use of Interactive Food Labels to Increase Confidence in Preparing Produce among College Students
College students may have limited access to produce and may lack confidence in preparing it, but cooking videos can show how to make healthy dishes. The Cognitive Theory of Multimedia Learning suggests that learning is enhanced when visual and auditory information is presented considering cognitive load (e.g., highlighting important concepts, eliminating extraneous information, and keeping the video brief and conversational). The purpose of this project was to pilot test a food label for produce grown at an urban university and assess whether student confidence in preparing produce improved after using the label and QR code to view a recipe video developed using principles from the Cognitive Theory of Multimedia Learning. The video showed a student preparing a salad with ingredients available on campus. Students indicated the label was helpful and reported greater perceived confidence in preparing lettuce after viewing the label and video (mean confidence of 5.60 ± 1.40 before vs. 6.14 ± 0.89 after, p = 0.016, n = 28). Keeping the video short and providing ingredients and amounts onscreen as text were cited as helpful. Thus, a brief cooking video and interactive label may improve confidence in preparing produce available on campus. Future work should determine whether the label impacts produce consumption and if it varies depending on the type of produce used.
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- Award ID(s):
- 2247157
- PAR ID:
- 10584205
- Publisher / Repository:
- MDPI
- Date Published:
- Journal Name:
- Nutrients
- Volume:
- 16
- Issue:
- 15
- ISSN:
- 2072-6643
- Page Range / eLocation ID:
- 2507
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3390/nu16152507
