Learner control in animated multimedia instructions

The interactivity principle in multimedia learning states that giving learners control over pace and order of instructions decreases cognitive load and increases transfer performance. We tested this guideline by comparing a learner-paced instruction with a system-paced instruction. Time-on-task and interactive behavior were logged, and were also related to interest, prior knowledge, and cognitive involvement. We successfully replicated the interactivity principle in terms of better transfer. However, this coincided with a large increase in time-on-task. Also, large individual differences existed in the use of learner control options, which were mostly unrelated to the other variables. Thus, the benefits of introducing learner control in multimedia learning are at the expense of learning efficiency, and it remains unclear for whom the interactivity principle works best

When humans form media and media form humans: an experimental study examining the effects different digital media have on the learning outcomes of students who have different learning styles

A set of computer-based experiments are reported that investigate the understanding achieved by learners when studying a complex domain (statistics) in a real E-learning environment using three different media combinations – Text only, Text and Diagrams and Spoken Text and Diagrams, and the results agree with earlier work carried out on more limited domains. The work is then extended to examine how student interaction and student learning styles affect the learning outcomes. Different responses to the media combinations are observed and significant differences occur between learners classified as Sensing and Reflective learners. The experiment also identified some important differences in performance with the different media combinations by students registered as Dyslexic. The experiment was therefore repeated with a much larger sample of Dyslexic learners and the earlier effects were found to be significant. The results were surprising and may provide useful guidance for the design of material for Dyslexic students

Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool

Angeli, C., Valanides, N., & Kirschner, P. A. (2009). Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool. Computers in Human Behavior, 25, 1355–1366.The study investigated the extent to which two types of instructional materials and learner field dependence– independence affected learners’ cognitive load, time spent on task, and problem-solving performance in a complex system with a computer-modeling tool. One hundred and one primary student teachers were initially categorized into field dependent, field mixed, and field-independent learners based on their performance on the Hidden Figures Test, and were then randomly assigned to two experimental conditions. One group received a static diagram and a textual description in a split format, and the second group received the same static diagram and textual description in an integrated format. MANOVA revealed that the split-format materials contributed to higher cognitive load, higher time spent on task, and lower problem-solving performance than the integrated-format materials. There was also an interaction effect, only in terms of students’ problem-solving performance, between field dependence– independence and instructional materials, indicating that the facilitating effect of the integrated-format materials was restricted to the field-independent learners. Conclusions are drawn in terms of how the well-documented split-attention effect manifests itself irrespective of students’ field dependence-independence. Implications of the effects of reduced extraneous cognitive load on students’ problem-solving performance are also discussed

Cueing animations: Dynamic signaling aids information extraction and comprehension

The effectiveness of animations containing two novel forms of animation cueing that target relations between event units rather than individual entities was compared with that of animations containing conventional entity-based cueing or no cues. These relational event unit cues (progressive path and local coordinated cues) were specifically designed to support key learning processes posited by the Animation Processing Model (Lowe & Boucheix, 2008). Four groups of undergraduates (N = 84) studied a user-controllable animation of a piano mechanism and then were assessed for mental model quality (via a written comprehension test) and knowledge of the mechanism's dynamics (via a novel non-verbal manipulation test). Time-locked eye tracking was used to characterize participants' obedience to cues (initial engagement versus ongoing loyalty) across the learning period. For both output measures, participants in the two relational event unit cueing conditions were superior to those in the entity-based and uncued conditions. Time-locked eye tracking analysis of cue obedience revealed that initial cue engagement did not guarantee ongoing cue loyalty. The findings suggest that the Animation Processing Model provides a principled basis for designing more effective animation support

Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom

Many students have difficulty learning symbolic and molecular representations of chemistry. This study investigated how students developed an understanding of chemical representations with the aid of a computer-based visualizing tool, eChem, that allowed them to build molecular models and view multiple representations simultaneously. Multiple sources of data were collected with the participation of 71 eleventh graders at a small public high school over a 6-week period. The results of pre- and posttests showed that students' understanding of chemical representations improved substantially ( p  < .001, effect size = 2.68-. The analysis of video recordings revealed that several features in eChem helped students construct models and translate representations. Students who were highly engaged in discussions while using eChem made referential linkages between visual and conceptual aspects of representations. This in turn may have deepened their understanding of chemical representations and concepts. The findings also suggest that computerized models can serve as a vehicle for students to generate mental images. Finally, students demonstrated their preferences of certain types of representations and did not use all types of three-dimensional models interchangeably. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 821–842, 2001Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/34515/1/1033_ftp.pd

Static and animated presentations in learning dynamic mechanical systems

Abstract In two experiments, we investigated how learners comprehend the functioning of a three-pulley system from a presentation on a computer screen. In the first experiment (N ¼ 62) we tested the effect of static vs. animated presentations on comprehension. In the second experiment (N ¼ 45), we tested the effect of user-control of an animated presentation on comprehension. In both experiments the participants were university students. Comprehension was measured with a test including three comprehension indicators. The first experiment indicated that an animation as well as integrated sequential static frames enhanced comprehension. The second experiment showed that a controllable animation did not have a powerful effect on comprehension, except for learners with low spatial and mechanical reasoning abilities