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....
| Published in: | Journal of Computer Assisted Learning Vol. 34; no. 2; pp. 140 - 150 |
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| Format: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Apr2018
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| Online Access: | View this record in EBSCOhost |