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

The 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.