Fig 1.
Visual representation of the components of the model in the cognitive theory of multimedia learning and their interactions with each other.
Adapted from [25].
Table 1.
Comparisons of intrinsic motivation, self-efficacy, and knowledge between the SB-VLS and control groups (VLD).
Table 2.
Independent sample t-test results between the experimental and control groups for the pre-cognitive and non-cognitive skills test.
Table 3.
Independent sample t-test results between the experimental and control groups for the post cognitive and non-cognitive skills test.
Table 4.
Non-parametric comparison of student laboratory report scores between the VLD and SB-VLS groups.