The current study employed an experimental design with a quantitative approach to examine the impact of digital and printed instructional media on the germane cognitive load of elementary school students for the subject of General Science. The participants were 7th-grade students enrolled in high schools located in a district of Punjab. The digital instructional media utilized in the study included instructional videos and PowerPoint presentations, while textbooks were used as the printed instructional media. The researchers adopted the test developed by Leppink, Paas, Van der Vleuten, & Van Merriënboer after obtaining permission. The results revealed that the group exposed to instructional videos exhibited the lowest germane cognitive load, followed by the group that used textbooks. In contrast, the group that received instruction through PowerPoint presentations demonstrated the highest germane cognitive load. The observed differences in germane cognitive load across the three groups were found to be statistically significant.
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Jan et al. (2024) studied this question.
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