Applying Dual Coding and Cognitive Load Theory in Designing Hybrid Learning Materials for Eastern Art History

Dwinita Tiaraningrum, Ira Putri Amalia Ridwan

Abstract


Eastern Art History presents unique pedagogical challenges due to its symbolic complexity, abstract philosophical ideas, and cultural distance from modern learners. This study explores how Dual Coding Theory and Cognitive Load Theory can be applied to the design of hybrid learning materials to enhance student comprehension and engagement. Employing a qualitative-participatory method, data were gathered through classroom observations, semi-structured interviews with undergraduate students, and analysis of teaching documents in an Eastern Art History course. The findings indicate that combining verbal explanation with carefully selected visual media, such as images of artwork, architectural features, and documentary footage, enhances students’ conceptual understanding and memory retention. Dual Coding Theory explains this by activating both visual and verbal cognitive channels, while Cognitive Load Theory clarifies how such integration can reduce extraneous cognitive load and promote deeper mental processing. This study also highlights the importance of visual aids not merely as supplementary tools, but as integral components of course design that help students connect abstract knowledge with concrete visual representations. This research emphasizes the need for theoretically grounded instructional strategies in hybrid learning environments, particularly in arts education. Aligning pedagogical design with cognitive learning principles contributes to more transformative, accessible, and sustainable art history education. The results offer a model for implementing cognitive-based visual learning in higher education contexts, especially within digital and hybrid formats.

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References


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