This study is based on the cognitive theory of multimedia learning to propose an alternative presentation integrating anchored strategy and modularity concept into a Microsoft PowerPoint presentation for classroom learning. With the anchored instructional strategy and rich visual interactivity, the presentation helps students to acquire more information and remember more ideas. In addition, incorporated hyperlinks and modular design strategies, teachers can easily select the particular slide they need to help student with their questions, thereby reducing their information load. This method can support students’ cognitive process with the comprehension of the content being taught so as to enhance their learning attitude and performance. In this study, an exploratory test was conducted with 83 students in a university of technology. The results indicated that the students in the experimental group had a better learning effectiveness for lectures with interactive PowerPoint presentation than that of the control group.
Key words: Cognitive theory of multimedia learning, anchored instructional strategy, modularity concept, hyperlink, interactive PowerPoint presentation.
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