Jeanette Andrade

Multimedia's effect on college students' quantitative mental effort scores and qualitative extraneous cognitive load responses in a food science and human nutrition course

Abstract Effective use of multimedia (MM) in instructional design is critical for student learning, especially for large lecture introductory courses. This study used a mixed-method approach to explore the effect of food science supporting course materials that utilized different MM formats, designed with Cognitive Theory of Multimedia Learning (CTML) methods, on cognitive load as explained by perceived mental effort (PME) scores combined with students’ perceptions. College students (n = 182) were randomized into 1 of 3 MM groups: audio + text + graphics (Group 1-ATG); text + graphics (Group 2-TG); or video + audio + text + graphics (Group 3-VATG). Participants answered a demographic survey and prior knowledge questionnaire before viewing 3 food science supporting course materials (that is, food laws, quality assurance, and sensory tests) and completed the PME instrument and open-ended questions online in a noncontrolled setting. For quantitative data, PME scores were compared among MM groups and content types using analysis of variance (ANOVA). For qualitative data, content analysis was applied to identify extraneous cognitive load (ECL)-related descriptors from students’ open-ended question responses, which were used to explain quantitative survey findings. Overall, students in Group 2-TG had lower PME scores than Groups 1-ATG and 3-VATG (P < 0.05) and participants in Group 2-TG provided less ECL-related comments than those in the other 2 groups. Across MM groups, students showed higher PME scores after reviewing the quality assurance course material (P < 0.05). Additionally, despite higher PME scores, students from Groups 1-ATG and 3-VATG would take another course with these MM formats. Practical Implications This study investigated the appropriate use of CTML methods when designing supporting course materials with various MM formats for asynchronous learning. The findings showed that instructors should consider different effects of MM formats when designing online course materials. In addition, instructors should apply mixed-method approach to evaluate effects of MM design on students’ perceived cognitive load levels that cannot be fully understood with only quantitative survey data.

Validity and reliability of general nutrition knowledge questionnaire for adults in Uganda

This study sought to develop and validate a general nutrition knowledge questionnaire (GNKQ) for Ugandan adults. The initial draft consisted of 133 items on five constructs associated with nutrition knowledge; expert recommendations (16 items), food groups (70 items), selecting food (10 items), nutrition and disease relationship (23 items), and food fortification in Uganda (14 items). The questionnaire validity was evaluated in three studies. For the content validity (study 1), a panel of five content matter nutrition experts reviewed the GNKQ draft before and after face validity. For the face validity (study 2), head teachers and health workers (n = 27) completed the questionnaire before attending one of three focus groups to review the clarity of the items. For the construct and test-rest reliability (study 3), head teachers (n = 40) from private and public primary schools and nutrition (n = 52) and engineering (n = 49) students from Makerere University took the questionnaire twice (two weeks apart). Experts agreed (content validity index, CVI > 0.9; reliability, Gwet’s AC1 > 0.85) that all constructs were relevant to evaluate nutrition knowledge. After the focus groups, 29 items were identified as unclear, requiring major (n = 5) and minor (n = 24) reviews. The final questionnaire had acceptable internal consistency (Cronbach α > 0.95), test-retest reliability (r = 0.89), and differentiated (p < 0.001) nutrition knowledge scores between nutrition (67 ± 5) and engineering (39 ± 11) students. Only the construct on nutrition recommendations was unreliable (Cronbach α = 0.51, test-retest r = 0.55), which requires further optimization. The final questionnaire included topics on food groups (41 items), selecting food (2 items), nutrition and disease relationship (14 items), and food fortification in Uganda (22 items) and had good content, construct, and test-retest reliability to evaluate nutrition knowledge among Ugandan adults.

Evaluation of Micronutrient Sensors for Food Matrices in Resource-Limited Settings: A Systematic Narrative Review: Evaluation of micronutrient sensors …

In resource-limited settings, mass food fortification is a common strategy to ensure the population consumes appropriate quantities of essential micronutrients. Food and government organizations in these settings, however, lack tools to monitor the quality and compliance of fortified products and their efficacy to enhance nutrient status. The World Health Organization has developed general guidelines known as ASSURED (Affordable, Sensitive, Specific, User-friendly, Rapid and Robust, Equipment-free, and Deliverable to end-users) to aid the development of useful diagnostic tools for these settings. These guidelines assume performance aspects such as sufficient accuracy, reliability, and validity. The purpose of this systematic narrative review is to examine the micronutrient sensor literature on its adherence towards the ASSURED criteria along with accuracy, reliability, and validation when developing micronutrient sensors for resource-limited settings. Keyword searches were conducted in three databases: Web of Science, PubMed, and Scopus and were based on 6-point inclusion criteria. A 16-question quality assessment tool was developed to determine the adherence towards quality and performance criteria. Of the 2,365 retrieved studies, 42 sensors were included based on inclusion/exclusion criteria. Results showed that improvements to the current sensor design are necessary, especially their affordability, user-friendliness, robustness, equipment-free, and deliverability within the ASSURED criteria, and accuracy and validity of the additional criteria to be useful in resource-limited settings. Although it requires further validation, the 16-question quality assessment tool can be used as a guide in the development of sensors for resource-limited settings.

The Impact of Instructional Design on College Students' Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course.

The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post-tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post-test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post-test scores. Also, students that reported more germane cognitive load had higher post-test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post-test scores (ANOVA, P < 0.05).