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…

Graphical representations (GRs) of the learning content are often used for instruction (Ainsworth, 2006). When used in learning technology, GRs can be especially useful since they allow for interactions across representations that are physically impossible, for instance by dragging and dropping symbolic statements into a chart that automatically…

The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to…

Using the Component Display Theory as an analyzing tool, this study compared the effects of expository and discovery methods of instruction on two learning outcomes, application and transfer. One hundred ninth grade students in each of four earth science classes were randomly assigned to five groups--four experimental groups designed to test four…

Many basic skills are chains of cognitive operations. For teaching such skills, two questions have not been adequately investigated: (1) how the operations comprising the skill should be sequenced, and (2) the relationships among the operations that need to be taught. This investigation entailed four studies on different types and lengths of basic…

This study tested the effects of two instructional sequences--principle-procedure and procedure-principle--on the application and transfer of learning. It was hypothesized that a principle-procedure sequence would result in better near-transfer and far-transfer and that students would prefer this sequence. The 38 freshmen enrolled in a business…

Discussion of control over sequence of instruction in computer-assisted instruction (CAI) focuses on a follow-up study that examined the effects of the breadth and depth of menus and the meaningfulness of menu category names on the learning and attitudes of college students. Posttests are described, and results are analyzed. (16 references) (LRW)

Describes two experiments in Dutch secondary schools that were carried out to study the effect of the sequencing of the information in computer-assisted instructional programs. Instructional design for concept learning is discussed; successive and coordinate relationships between concepts are explained; and tests designed for procedural and…