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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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |