Learner control, cognitive load and instructional animation
In order to investigate the influence of learner‐controlled pacing in educational animation on instructional efficiency, three versions of an audio‐visual computer animation and a narration‐only presentation were used to teach primary school students the determinants of day and night. The animations...
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Published in | Applied cognitive psychology Vol. 21; no. 6; pp. 713 - 729 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
Chichester, UK
John Wiley & Sons, Ltd
01.09.2007
Wiley Subscription Services, Inc |
Subjects | |
Online Access | Get full text |
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Summary: | In order to investigate the influence of learner‐controlled pacing in educational animation on instructional efficiency, three versions of an audio‐visual computer animation and a narration‐only presentation were used to teach primary school students the determinants of day and night. The animations were either system‐paced using a continuous animation, learner‐paced using discrete segments or learner paced using ‘stop’ and ‘play’ buttons. The two learner‐paced groups showed higher test performance with relatively lower cognitive load compared to the two system‐paced groups, despite the fact that the ‘stop’ and ‘play’ buttons were rarely used. The significant group differences regarding test performance were obtained only for more difficult, high element interactivity questions but not for low element interactivity questions. Copyright © 2007 John Wiley & Sons, Ltd. |
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Bibliography: | istex:390D3FCFD1D06AB73A3A281CA86D5702855B744D ark:/67375/WNG-GMHFMX1V-F ArticleID:ACP1345 ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 23 ObjectType-Article-1 ObjectType-Feature-2 |
ISSN: | 0888-4080 1099-0720 |
DOI: | 10.1002/acp.1345 |