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Learner Control, Segmenting, and Modality Effects in Animated Demonstrations Used as the Before-Class Instructions in the Flipped Classroom
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Chen, Chun-Ying; Yen, Pey-Ru – Interactive Learning Environments, 2021
Multimedia principles such as segmentation, learner control, and modality have been proposed to ensure animated demonstrations (AD) effectiveness. However, several studies that apply multimedia principles in different learning contexts with different learners have found boundary conditions for several effects. This study thus aimed to investigate…
Descriptors: Multimedia Instruction, Multimedia Materials, Animation, Demonstrations (Educational)
Effects of Pacing and Cognitive Style across Dynamic and Non-Dynamic Representations
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Hoffler, Tim N.; Schwartz, Ruth N. – Computers & Education, 2011
The effects of self-pacing versus system-pacing were examined in different versions of a computer-based learning environment (static pictures/animations). The role of cognitive style was also considered. While the variables investigated did not have a direct impact on either learning outcome or cognitive load, significant interaction effects were…
Descriptors: Cognitive Style, Pacing, Computer Assisted Instruction, Interaction
Guided Self-Management of Transient Information in Animations through Pacing and Sequencing Strategies
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Hatsidimitris, George; Kalyuga, Slava – Educational Technology Research and Development, 2013
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…
Descriptors: Animation, Computer Assisted Instruction, Prior Learning, Learner Controlled Instruction
Using Animated Agents in Learner-Controlled Training: The Effects of Design Control
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Behrend, Tara S.; Thompson, Lori Foster – International Journal of Training and Development, 2012
Animated agents have the potential to increase engagement and learning during online training by acting as personalized tutors. However, little is known about the conditions that make these agents most effective. In this study, 183 e-learners completed a Microsoft Excel training course. Approximately half were assigned an agent with predetermined…
Descriptors: Computer Assisted Instruction, Self Efficacy, Learner Controlled Instruction, Feedback (Response)
Controlling the Display of Animation for Better Understanding.
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Lai, Shu-Ling – Journal of Research on Technology in Education, 2001
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)
Descriptors: Animation, Cognitive Style, Computer Assisted Instruction, Courseware
Towards a Method for Migrating Courses from the Classroom to the Web.
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Westhead, Martin D.; Minty, Elspeth M. – 1998
This paper describes a methodology for approaching the problem of migrating a course from the classroom to the World Wide Web. It proposes that there are four main learning modes in the classroom--traditional oral and visual (passive) presentation, student involvement in demonstration of the theory, student led practical exercises, and reference…
Descriptors: Animation, Computer Graphics, Computer Managed Instruction, Conventional Instruction