Attention guidance in learning from a complex animation: Seeing is understanding?

By B. D. de Koning, Huib K. Tabbers, Remy M. J. P. Rikers, Fred Paas. 2010

333 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2c2d049b24b8fd362639e21de2e2a12bfd9ff11e

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Does animation enhance learning? A meta-analysis (2016, result): “At first glance, this is not consistent with the growing evidence of visual cues improving learning in literature (Boucheix& Lowe, 2010; de Koning et al., 2010; Lin & Atkinson, 2011; Mautone & Mayer, 2007; to only name few).”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “Signalling is another multimedia design principle that aids cognitive processing (Boucheix and Lowe 2010; De Koning et al. 2010).”
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “In a related study, De Koning et al. (2009) also tried to identify the underlying mechanism of attention cueing.”
A review of using eye-tracking technology in exploring learning from 2000 to 2012 (2013, background): “…reading L anguage Total fixation duration, gaze duration, total reading time, number of regressions T est P atterns of information processing 20 d e Koning et al. (2010) This study examined how visual attentional resources are allocated when learning from a complex animation C d onceptual…”
Eye tracking as a tool to study and enhance multimedia learning (2010, background): “De Koning et al. (2010) show that when only one part of the heart animation is cued, this part gains more visual attention initially, but the effect disappears over time.”
The Signaling (or Cueing) Principle in Multimedia Learning (2014, unknown): “Cueing may be successful at guiding attention but, despite the bene ﬁ cial effects reported in this section, this does not always lead to higher learning outcomes (e.g., in animations without text: de Koning, Tabbers, Rikers, & Paas, 2010a).”