Cognitive Load Theory in Online Education: Leveraging Interactive Media, Testing, Interaction and to Enhance Engagement and Active Learning

The objective of this research was to enhance content recognition and application among 23 first-year master's degree international students in the Strategic Planning and Evaluation for Integrated Communications Course at the Faculty of Communication Arts. Utilizing tools like myCourseVille Learning Management System, multimedia slides created with Spark, and teleconferencing via Zoom, the study explored the impact of interactive media on short-term memory retention and creative content application. Drawing on the Cognitive Load Theory, the findings suggest that repetitive quizzes and tests stimulate short-term memory, enhancing content recognition. However, the study emphasizes the need for questions beyond mere memory testing to foster long-term retention and deeper understanding. Learner-teacher interaction through Zoom and practical learning activities were found to foster content application. The use of diverse interactive media, tailored to the learners' level, boosted participation but also revealed potential drawbacks such as student fatigue and decreased enthusiasm for excessive memory testing. Recommendations include reducing the frequency of memory-focused tests, incorporating more diverse question types, and utilizing interactive learning exchanges that facilitate conversational knowledge exchange and feedback on student work.