CCE Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Philosophy in Computing Technology in Education (DCTE)


College of Engineering and Computing


Laurie P. Dringus

Committee Member

Ling Wang

Committee Member

Maxine S. Cohen


Educational technology, Multimedia communications, Cognitive Load, Learner-control, Learning, Multimedia, Time-compression


There is a significant gap in the body of knowledge concerning time-compressed multimedia instruction. Although research indicates that there is no loss in learning through well-designed multimedia instruction compressed at 25%, research is lacking that analyzes the effects of time-compression with learner-control included in the multimedia instruction. The aim of the study was to address this gap in the research by integrating learner-control into the interface of a time-compressed multimedia instructional lesson using similar methodologies from previous research.

Effects were analyzed of time-compressed learner-controlled multimedia instruction on learning and perceived cognitive load. Additionally, the researcher employed a participant population from a corporate environment to increase the generalizability of the results. The researcher investigated two hypotheses concerning the differences in effects between a treatment group that used multimedia instruction featuring learner-control over two pre-determined compression speeds (0% and 25%) and a control group with no time-compression.

The primary results of the study were that there was no significant difference in either learning or perceived cognitive load between the treatment and control group. Also, another noteworthy result was that only one-fifth of the participants in the treatment group (n=7) altered the compression speed during the presentation.

One implication of these results is that learners might want more compression speed options during a presentation. Another implication is that learners might choose to use time-compression during a multimedia presentation if there was more information provided to the learner concerning what time-compression is and how it affects learning. Recommendations for future research include investigating the implications of this study and expanding the types of populations that are sampled for time-compressed multimedia research. Overall, both industry and academia must commit to aiding in the research of time-compression technology if its benefits and hindrances are ever to be fully explored.