Date
4-26-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Jerry L. Woodbridge
Keywords
educational technology, cognitive load theory, cognitive theory of multimedia learning, digital competency, instructional design
Disciplines
Computer Sciences | Human Resources Management
Recommended Citation
Balogun, Siyanbola Enitan, "A Transcendental Phenomenological Study of Multimedia-based Pedagogy: Experiences of Elementary School Teachers in Developing Cognitively Stimulating Instruction" (2024). Doctoral Dissertations and Projects. 5405.
https://digitalcommons.liberty.edu/doctoral/5405
Abstract
The purpose of this transcendental phenomenological study is to understand the lived experiences of elementary school teachers in developing multimedia-based teaching materials that stimulate cognition and aid in improving learners' comprehension and academic achievements for elementary students in the urban city of Lagos, Nigeria. The central question guiding this study is: What are elementary teachers' experiences incorporating and designing multimedia-based pedagogy to create cognitively stimulating instructional material for their learning environment? A transcendental phenomenological study was conducted at two elementary schools—Camden Elementary School (CES) and Goshen Elementary School (GES). The study utilized Mayer's cognitive theory of multimedia learning (CTML) as the theoretical framework to examine how educators can effectively create and use multimedia-based (MMB) instructional material to deliver while reducing cognitive load. Purposeful sampling was used to select twelve participants with the aim of understanding their experiences of using multimedia technology to create instructional material. The data collection method consisted of individual interviews, document analysis of lesson plans, and observations of the teachers’ instruction delivery. The data was analyzed using Moustakas' transcendental phenomenological approach. Three themes emerged from the analysis: teachers' expectations and benefits of incorporating MMB technology, teachers’ choice of MMB technology, the challenges and enabling factors. The study revealed that elementary teachers require formal training, continuous professional development, and a theoretical framework to identify and select appropriate MMB educational technology to create cognitively stimulating material for effective pedagogy.
