Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects
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 mu...
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| Published in | Computers and education Vol. 88; pp. 280 - 291 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
01.10.2015
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| Abstract | 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. |
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| AbstractList | 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. 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. |
| Author | Sweller, John Lin, Yi-Chun Liu, Tzu-Chien |
| Author_xml | – sequence: 1 givenname: Yi-Chun surname: Lin fullname: Lin, Yi-Chun organization: Department of Educational Psychology and Counseling, National Taiwan Normal University, 162, HePing East Road, Section 1, Taipei, Taiwan – sequence: 2 givenname: Tzu-Chien surname: Liu fullname: Liu, Tzu-Chien email: tzuchien@ntnu.edu.tw organization: Department of Educational Psychology and Counseling, National Taiwan Normal University, 162, HePing East Road, Section 1, Taipei, Taiwan – sequence: 3 givenname: John surname: Sweller fullname: Sweller, John organization: School of Education, University of New South Wales, UNSW, Sydney, NSW 2052, Australia |
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| References | Kalyuga (bib11) 2009 Sweller, Ayres, Kalyuga (bib31) 2011 Jamet (bib10) 2014; 32 Holsanova, Holmberg, Holmqvist (bib8) 2009; 23 Van Gog, Scheiter (bib34) 2010; 20 Tversky, Morrison, Betrancourt (bib32) 2002; 57 Liu (bib17) 2010; 13 Morris (bib21) 2001; 32 Sweller (bib29) 2011; Vol. 55 Paas, van Merriënboer (bib23) 1994; 86 Pollock, Chandler, Sweller (bib25) 2002; 12 Lee, Plass, Homer (bib15) 2006; 98 Leppink, Paas, Van Gog, van Der Vleuten, Van Merrienboer (bib16) 2014; 30 Rey (bib26) 2011; 25 Eyelink User Manual (bib7) 2009 Wouters, Paas, van Merriënboer (bib36) 2008; 78 Leahy, Sweller (bib14) 2011; 25 Wong, Leahy, Marcus, Sweller (bib35) 2012; 22 Blayney, Kalyuga, Sweller (bib5) 2010; 38 Schmidt-Weigand, Kohnert, Glowalla (bib27) 2010; 20 Liu, Fan, Paas (bib18) 2014; 70 Sweller (bib28) 2010; 22 Kalyuga, Ayres, Chandler, Sweller (bib12) 2003; 38 Huk, Ludwigs (bib9) 2009; 19 Paas, van Merriënboer (bib22) 1993; 35 Plass, Homer, Hayward (bib24) 2009; 21 Kalyuga, Plass, Homer, Milne, Jordan (bib13) 2007, March 24–26 Ayres (bib1) 2006; 20 Betrancourt (bib3) 2005 Chen, Hong, Sung, Chang (bib6) 2011; 14 Van Gog, Paas (bib33) 2008; 43 Ayres (bib2) 2012; 23 Liu, Lin, Kinshuk (bib20) 2010; 26 Blake, Scanlon (bib4) 2007; 23 Jamet (10.1016/j.compedu.2015.06.001_bib10) 2014; 32 Morris (10.1016/j.compedu.2015.06.001_bib21) 2001; 32 Wong (10.1016/j.compedu.2015.06.001_bib35) 2012; 22 Blake (10.1016/j.compedu.2015.06.001_bib4) 2007; 23 Plass (10.1016/j.compedu.2015.06.001_bib24) 2009; 21 Schmidt-Weigand (10.1016/j.compedu.2015.06.001_bib27) 2010; 20 Tversky (10.1016/j.compedu.2015.06.001_bib32) 2002; 57 Blayney (10.1016/j.compedu.2015.06.001_bib5) 2010; 38 Paas (10.1016/j.compedu.2015.06.001_bib23) 1994; 86 Liu (10.1016/j.compedu.2015.06.001_bib17) 2010; 13 Kalyuga (10.1016/j.compedu.2015.06.001_bib13) 2007 Pollock (10.1016/j.compedu.2015.06.001_bib25) 2002; 12 Van Gog (10.1016/j.compedu.2015.06.001_bib33) 2008; 43 Leahy (10.1016/j.compedu.2015.06.001_bib14) 2011; 25 Kalyuga (10.1016/j.compedu.2015.06.001_bib12) 2003; 38 Kalyuga (10.1016/j.compedu.2015.06.001_bib11) 2009 Liu (10.1016/j.compedu.2015.06.001_bib18) 2014; 70 Paas (10.1016/j.compedu.2015.06.001_bib22) 1993; 35 Ayres (10.1016/j.compedu.2015.06.001_bib1) 2006; 20 Ayres (10.1016/j.compedu.2015.06.001_bib2) 2012; 23 Sweller (10.1016/j.compedu.2015.06.001_bib29) 2011; Vol. 55 Van Gog (10.1016/j.compedu.2015.06.001_bib34) 2010; 20 Rey (10.1016/j.compedu.2015.06.001_bib26) 2011; 25 Betrancourt (10.1016/j.compedu.2015.06.001_bib3) 2005 Sweller (10.1016/j.compedu.2015.06.001_bib31) 2011 Sweller (10.1016/j.compedu.2015.06.001_bib28) 2010; 22 Chen (10.1016/j.compedu.2015.06.001_bib6) 2011; 14 Leppink (10.1016/j.compedu.2015.06.001_bib16) 2014; 30 Eyelink User Manual (10.1016/j.compedu.2015.06.001_bib7) 2009 Liu (10.1016/j.compedu.2015.06.001_bib20) 2010; 26 Wouters (10.1016/j.compedu.2015.06.001_bib36) 2008; 78 Holsanova (10.1016/j.compedu.2015.06.001_bib8) 2009; 23 Huk (10.1016/j.compedu.2015.06.001_bib9) 2009; 19 Lee (10.1016/j.compedu.2015.06.001_bib15) 2006; 98 |
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| Snippet | Computer simulations were used to teach students basic concepts associated with correlation. Half of the students were presented information in a sequential... |
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| SubjectTerms | Applications in subject areas Computer simulation Correlation analysis Education Frames Learning Mathematical models Pedagogical issues Representations Simulation Students |
| Title | Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects |
| URI | https://dx.doi.org/10.1016/j.compedu.2015.06.001 https://www.proquest.com/docview/1762116669 |
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