Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design
By B. D. de Koning, Huib K. Tabbers, Remy M. J. P. Rikers, Fred Paas. 2009
416 citations recorded by the source corpus.
This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Human-Computer Interaction
View Paper: https://www.semanticscholar.org/paper/041d2c4d62c55e5c6dbeece536d634d4fbf295d6
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In Developmental and Educational Psychology
- Fred Paas
- Tamara van Gog
- John Sweller
- Paul Ginns
- J. Bobis
- Fang‐Tzu Hu
- J. V. van Merriënboer
- Paul A. Kirschner
In Experimental and Cognitive Psychology
- Fred Paas
- Tamara van Gog
- J. Bobis
- Fang‐Tzu Hu
- John Sweller
- Paul Ginns
- J. V. van Merriënboer
- Richard E. Mayer
In Human-Computer Interaction
Citations in the corpus
- An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “The suggestion that humans obtain most of their information from other people led to the borrowing and reorganizing principle (Sweller 2003, 2004; Sweller et al. 2011; Sweller and Sweller 2006).”
- Getting the point: Tracing worked examples enhances learning (2015, methodology): “Instructional design elements used for signaling (de Koning et al., 2009), such as arrows and call-out boxes, may be candidates for tracing in instructional materials that are otherwise “low” in visuospatial content compared with the geometrical materials used in the present thesis.”
- Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement (2010, background): “effective means of doing so are cueing to guide attention to the right place at the right time (De Koning et al. 2009) or segmenting the animation, which “slows the pace of presentation, thereby enabling the learner to carry out essential processing” (Mayer 2005, pp. 170). Spanjers et al. (2010) rev”
- The Signaling (or Cueing) Principle in Multimedia Learning (2014, neutral): “Moreover, when the learning materials are dynamic and transient, attending to salient but less relevant information automatically means that relevant information may not be attended to promptly and, thus, may no longer be available for processing (de Koning, Tabbers, Rikers, & Paas, 2009).”