Learning from instructional animations: How does prior knowledge mediate the effect of visual cues?
Abstract: The purpose of this study was to investigate the effects of cueing and prior knowledge on learning and mental effort of students studying an animation with narration. This study employed a 2 (no cueing vs. visual cueing) × 2 (low vs. high prior knowledge) between‐subjects factorial design....
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 2; pp. 140 - 150 |
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| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128312179&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128312179 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2018 vid: 34 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 128312179 128312179 128312179 10.1111/jcal.12222 128312179 ppf: 140 ppct: 10 formats: tig: atl: Learning from instructional animations: How does prior knowledge mediate the effect of visual cues? aug: au: Arslan‐Ari, I. affil: University of South Carolina, Department of Educational Studies, South Carolina, USA sug: subj: Multimedia Teaching Methods Cues Teaching Materials Experimental Studies Analysis of Variance Female Male White Persons Hispanic Americans Black Persons Asians Human Female Male ab: Abstract: The purpose of this study was to investigate the effects of cueing and prior knowledge on learning and mental effort of students studying an animation with narration. This study employed a 2 (no cueing vs. visual cueing) × 2 (low vs. high prior knowledge) between‐subjects factorial design. The results revealed a significant interaction effect between prior knowledge and cueing on learning. Low prior knowledge learners had higher scores after studying an instructional animation with visual cues, compared to those who studied the same instructional animation without visual cues. Conversely, when cues were not provided, high prior knowledge learners outperformed those high prior knowledge learners who studied with the cued version of an instructional animation. These results indicated that the effects of cueing in an instructional animation change depending on the learners' level of prior knowledge. Specifically, low prior knowledge learners benefited more when visual cues were provided, whereas cues did not facilitate learning for high prior knowledge learners. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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