Design of Cueing in Multimedia Practicals

Computer programs aimed at the acquisition and application of problem-solving skills are referred to as multimedia practicals. Both instructional guidelines and empirical data on necessary support for learners, studying such competence-based learning programs, are sparse. This thesis describes a literature study and a series of experimental studies into cueing, formats of cognitive feedback which provide effective process support in multimedia practicals. The studies focus on worked-out examples and process worksheets as promising cueing formats to support law students learning to systematically prepare and hold a plea in various authentic situations. As a result of this research, the thesis presents a theoretical model, guidelines and practical implications for the design and use of cueing in multimedia practicals

Effects of cueing and collaboration on the acquisition of complex legal skills

Hummel, H. G. K., Paas, F., & Koper, R. (2006). Effects of cueing and collaboration on the Acquisition of Complex Legal Skills. British Journal of Educational Psychology, 76(3), 613-632. [Also availabe at http://hdl.handle.net/1820/482]This study examines the effects of cueing and collaboration on training outcomes and transfer pleas, and on cognitive activity during collaboration, by combining a multimedia practical with cueing and small-group collaboration with peer feedback to support the complex task of preparing a plea in court. Results reveal that both cueing and collaboration positively influence training outcomes, with participants without cueing benefiting most from additional collaboration. Transfer plea scores reveal a positive effect of collaboration but a negative effect of cueing. Analysis of discussions during small-group collaboration reveals a negative effect of cueing on the level of cognitive activity. The theoretical and practical implications for combining cueing and small-group collaboration to support the acquisition of complex skills are discussed

Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning : a Systematic Literature Review on Eye Movement Modeling Examples

Eye movement modeling examples (EMMEs) are instructional videos (e.g., tutorials) that visualize another person’s gaze location while they demonstrate how to perform a task. This systematic literature review provides a detailed overview of studies on the effects of EMME to foster observers’ performance and learning and highlights their differences in EMME designs. Through a broad, systematic search on four relevant databases, we identified 72 EMME studies (78 experiments). First, we created an overview of the different study backgrounds. Studies most often taught tasks from the domains of sports/physical education, medicine, aviation, and STEM areas and had different rationales for displaying EMME. Next, we outlined how studies differed in terms of participant characteristics, task types, and the design of the EMME materials, which makes it hard to infer how these differences affect performance and learning. Third, we concluded that the vast majority of the experiments showed at least some positive effects of EMME during learning, on tests directly after learning, and tests after a delay. Finally, our results provide a first indication of which EMME characteristics may positively influence learning. Future research should start to more systematically examine the effects of specific EMME design choices for specific participant populations and task types

Kesan interaksi atribut persembahan multimedia, gaya kognitif, peringkat pengajian dan bidang pengajian ke atas daya ingatan visual pelajar IPT

Various multimedia presentation attributes contribute different positive effect on the visual recall memory due to factors such as different cognitive style, field of study and level of study. The positive effects could not be optimised if the most effective combination of the factors is not identified. This study aimed to identify the main effects and interaction effects of multimedia presentation format or attribute (line drawing pictures, black and white pictures, colour pictures, animation, animationaudio), cognitive styles (field dependence (FD), field independence (FI), level of study (year one, year three) and field of study (art-based, non-art-based) on the visual recall among students in higher education institutions (HEIs) in Malaysia. The sample consisted of 400 year one and three university students. This experimental study used 5 x 2 x 2 x 2 factorial design. The findings showed that the main effects of format of multimedia presentation, cognitive style, level of education and field of study on visual recall were significant. The results showed that students who viewed animated presentation obtained better mean scores on visual recall than students who viewed other presentation formats. Students with FI cognitive styles were found to recall better than the FD students, while students from non-art-based field obtained better scores than students from the art-based field. Year one students were found to have better visual recall than year three students. The interaction effect of format of multimedia presentation and level of education on visual recall was significant. The three-way interaction effect between cognitive styles, level of education and field of study as well as the interaction effect between format of multimedia presentation, level of education and field of study on visual recall were significant. Findings of the study support the effectiveness of multimedia presentation in enhancing the visual recall memory. However, the most effective attribute should be aligned with the students’ cognitive style, field of study and level of study so as to achieve the intended learning outcomes

Contemporary cognitive load theory research: The good, the bad and the ugly

Kirschner, P. A., Ayres, P., & Chandler, P. (2011). Contemporary cognitive load theory research: The good, the bad and the ugly. Computers in Human Behavior, 27(1), 99-105. doi:10.1016/j.chb.2010.06.025This paper reviews the 16 contributions of the special issue entitled Current Research in Cognitive Load Theory. Each paper is briefly summarized and some critical comments made. The overall collection is then discussed in terms of the positive contributions they make to the field of learning and instruction, and cognitive load theory in particular (the good), as well as problematical issues such as unresolved explanations and conflicting results (the bad) and the special case of measuring cognitive load (the ugly)

Effects of Signaling on Learner Engagement in Informal Learning on YouTube

Millions of educational videos available on YouTube offer unprecedented learning opportunities. A considerable number of studies have been directed toward YouTube educational videos. Yet, research on learner engagement with YouTube educational videos is scarce, despite its central role in learning. This paper addresses this research gap. We adopt the conceptualization that learner engagement has three dimensions - behavioral, emotional, and cognitive- and investigate how signaling in YouTube educational video presentation affects learner engagement in informal learning. Our analysis shows that signaling positively affects behavioral, emotional, and cognitive engagement. These findings substantiate the empirical knowledge on learner engagement with YouTube educational videos. Our study corroborates traditional video engagement research and extends its relevance to the social media learning environment. It also informs video designers and developers on adding features in the video presentation to optimize learner engagement with YouTube educational videos

Could vocational education benefit from augmented reality and hypervideo technologies? An exploratory interview study

Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee\u27s profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies – such as the ability to switch between 2D and 3D and carry out simulations – are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices\u27 procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET. (DIPF/Orig.