Articlegreen2007

Learner control, cognitive load and instructional animation

Béatrice S. Hasler · Bernd Kersten · John Sweller

375 citations0/0 files storedApplied Cognitive Psychology

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Visual and Cognitive Learning Processes Innovative Teaching and Learning Methods Intelligent Tutoring Systems and Adaptive Learning

Abstract

Abstract In order to investigate the influence of learner‐controlled pacing in educational animation on instructional efficiency, three versions of an audio‐visual computer animation and a narration‐only presentation were used to teach primary school students the determinants of day and night. The animations were either system‐paced using a continuous animation, learner‐paced using discrete segments or learner paced using ‘stop’ and ‘play’ buttons. The two learner‐paced groups showed higher test performance with relatively lower cognitive load compared to the two system‐paced groups, despite the fact that the ‘stop’ and ‘play’ buttons were rarely used. The significant group differences regarding test performance were obtained only for more difficult, high element interactivity questions but not for low element interactivity questions. Copyright © 2007 John Wiley & Sons, Ltd.

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References

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2011Learning with videos vs. learning with print: The role of interactive features 2012Cognitive load theory, the transient information effect and e-learning 2009Design factors for educationally effective animations and simulations 2014Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles 2009Instructional animations can be superior to statics when learning human motor skills

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