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Direct linkWong, Anna; Leahy, Wayne; Marcus, Nadine; Sweller, John – Learning and Instruction, 2012
When using modern educational technology, some forms of instruction are inherently transient in that previous information usually disappears to be replaced by current information. Instructional animations and spoken text provide examples. The effects of transience due to the use of animation-based instructions (Experiment 1) and spoken information…
Descriptors: Electronic Learning, Short Term Memory, Educational Technology, Cognitive Processes
Rasch, Thorsten; Schnotz, Wolfgang – Learning and Instruction, 2009
New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the…
Descriptors: Visualization, Instructional Effectiveness, Outcomes of Education, Visual Aids
Jamet, Eric; Gavota, Monica; Quaireau, Christophe – Learning and Instruction, 2008
Comprehension of an illustrated document can involve complex visual scanning in order to locate the relevant information on the screen when this is evoked in spoken explanations. The present study examined the effects of two types of attention-guiding means (color change or step-by-step presentation of diagram elements synchronized with a spoken…
Descriptors: Multimedia Instruction, Instructional Design, Attention Control, Learning Modalities
Peer reviewedMayer, Richard E. – Learning and Instruction, 2003
Reviewed research on the design of multimedia explanations. Findings show these effects of multimedia instructional design: (1) a multimedia effect; (2) a coherence effect; (3) a spatial contiguity effect; and (4) a personalization effect. Discusses each of these effects and shows how the same instructional design can be effective across different…
Descriptors: Instructional Design, Learning, Multimedia Instruction, Multimedia Materials
Peer reviewedMayer, Richard E.; Moreno, Roxana – Learning and Instruction, 2002
Presents a cognitive theory of multimedia learning that draws on dual coding theory, cognitive load theory, and constructivist learning theory and derives some principles of instructional design for fostering multimedia learning. These include principles of multiple representation, contiguity, coherence, modality, and redundancy. (SLD)
Descriptors: Cognitive Processes, Constructivism (Learning), Instructional Design, Multimedia Instruction
Hoffler, Tim N.; Leutner, Detlev – Learning and Instruction, 2007
A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25-0.49). Moderator analyses indicate even more substantial effect sizes…
Descriptors: Animation, Instructional Design, Effect Size, Meta Analysis
