Work

Leveraging Multimodal Information for Web Front-End Development Instruction: Analyzing Effects on Cognitive Behavior, Interaction, and Persistent Learning

Year: 2025

Type: article

Abstract: This study focuses on the mechanisms of behavior and cognition, providing a comprehensive analysis of the innovative path of multimodal learning theory in the teaching practice of the “Web Front-end Development” course. This study integrates different sensory modes, such as vision, hearing, and haptic feedback, with the core objective of exploring the specific impact of this multi-sensory integration form on students’ cognitive engagement status, classroom interaction styles, and long-term learning behavior. We employed a mixed-methods approach in this study. On the one hand, we conducted a quasi-experiment involving 120 undergraduate students. On the other hand, research methods such as behavioral coding, in-depth interviews, and longitudinal tracking were also employed. Results show that multimodal teaching significantly reduces cognitive load (a 34.9% reduction measured by NASA-TLX), increases the frequency of collaborative interactions (2.3 times per class), and extends voluntary practice time (8.5 h per week). Mechanistically, these effects are mediated by enhanced embodied cognition (strengthening motor-sensory memory), optimized cognitive load distribution (reducing extraneous mental effort), and the fulfillment of intrinsic motivational needs (autonomy, competence, relatedness) as framed by self-determination theory. This study fills in the gap between educational technology and behavioral science. We have developed a comprehensive framework that provides practical guidance for designing technology-enhanced learning environments. With such a framework, learners can not only master technical skills more smoothly but also maintain their enthusiasm for learning for a long time and continue to participate.

Source: Information

DOI: 10.3390/info16090734

Authors: Ming Lu, Zhongyi Hu

Institution: Wenzhou University

Language: English

Topic: Visual and Cognitive Learning Processes

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,930