Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects

• Published in: Computers and education Vol. 88; pp. 280 - 291
• Main Authors: Lin, Yi-Chun, Liu, Tzu-Chien, Sweller, John
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.10.2015
• Subjects: Applications in subject areas; Computer simulation; Correlation analysis; Education; Frames; Learning; Mathematical models; Pedagogical issues; Representations; Simulation; Students; Simulation; Applications in subject areas; Pedagogical issues
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2015.06.001

Computer simulations were used to teach students basic concepts associated with correlation. Half of the students were presented information in a sequential series of single frames in which each frame replaced the preceding frame while the other half were presented the information in simultaneous multiple frames in which each frame was added to the previous frames without replacement. It was hypothesized that if the isolated elements effect occurs, the single-frame condition should be superior. Alternatively, if the transient information effect dominates, the multiple-frame condition should be superior. Results confirmed the superiority of the single-frame presentation. Eye-tracking indicated that participants who learned with single frames paid more attention to the important representations than participants who learned with multiple frames. •We compared two frame designs using computer simulations.•A single-frame presentation was superior to a multiple-frame presentation.•The single-frame group looked at critical representations.•The isolated elements effect occurred using computer simulations.