Mehrak Rahimi - Associate Professor of Applied Linguistics
Ghazal Beyzavi - MA student of TEFL, English Department, Shahid Rajaee Teacher Training University

Cognitive Load Theory (CLT) mainly deals with how human brain works, processes input and stores information. In terms of education, it addresses the reasons why learning some concepts and/or doing certain types of activities are more difficult than others. When it comes to multimedia learning certain principles are proposed by cognitive theory of multimedia learning to design instruction or teaching/learning materials in an efficient way. Many teachers are not aware of these key principles and the way multimedia software should be designed. This paper thus investigated the appropriacy of multimedia courseware that is used as a supplementary material for teaching the EFL textbook of K-7 in Iranian educational system, namely Prospect 1 based on cognitive load theory. 30 EFL teachers were asked to evaluate the multimedia courseware based on five principles of cognitive theory of multimedia learning and cognitive load theory. The results of the analysis showed that teachers were roughly satisfied with the courseware in general, and they evaluated the courseware positively based on Coherence Principle. However, they did not hold positive perceptions of the courseware considering the Redundancy Principle. Further, no significant difference between the evaluation of male and female teachers was found, meaning that both groups were roughly satisfied with the courseware considering the scientific design principles and cognitive load.

cognitive load theory, multimedia, teachers, evaluation