the role of extraneous principles of cognitive theory of multimedia learning (ctml) in managing the cognitive load ofmultimedia listening tasks

The present study investigated the role of extraneous principles of cognitive theory of multimedia learning (ctml) in managing the cognitive load (cl) of multimedia (mm) listening tasks among advanced efl learners. to attain such goal, two sets of educational mm were designed. set one was designed by considering five extraneous principles of ctml and set two was designed by violating these principles. 30 advanced efl learners were randomly assigned into two groups. their entry listening proficiency was assessed prior to the experiment. group 1 watched the mm presentations designed based on ctml principles and group 2 watched the presentations designed without the principles. both groups were asked to evaluate the task load of the listening tasks by completing nasa-tlx scale. the results of descriptive statistics revealed that the amount of total task load in mm designed with ctml principles is lower than those designed without ctml principles. further, the amount of task load with respect to 6 dimensions of cl was found to be lower among those who watched mm designed based on ctml principles. the result of manova however did not reveal a significant difference between the task load of listening comprehension across groups. the finding recommends certain implications for material developers and instructors to consider the role of ctml principles in designing instructional mm and doing listening comprehension activities for language learning.