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…

Describes a study of seventh graders that examined the effect of self-regulated learning strategies (SRLS) on performance in learner-controlled and program-controlled computer-based instruction. Program control seemed to minimize the performance difference between low and high levels of SRLS. (Author/LRW)

Analyzes assumptions underlying learner-centered, technology-based environments in light of how well learners appear to meet the cognitive demands for engaging them. Design implications include the following considerations: direct learner attention to key variables and visual cues; prompt and guide connections to prior knowledge; and provide…