Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful…

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…

Investigates whether students perform best after using computer-based learning (CBL) courseware with three types of animation-control strategies: program control, linear control, and learner control. Results suggest that accommodating learners' individual differences in the design of computer-based learning lessons is an important concern. (AEF)