Learner Control, Cognitive Load and Instructional Animation

By Béatrice S. Hasler, Bernd Kersten, John Sweller. 2007

370 citations recorded by the source corpus.

SUMMARY In order to investigate the influence of learner-controlled pacing in educational animation on instructional efficiency, three versions of an audio-visual computer animation and a narration-only presentation were used to teach primary school students the determinants of day and night. The animations were either system-paced using a continuous animation, learner-paced using discrete segments or learner paced using ‘stop’ and ‘play’ buttons. The two learner-paced groups showed higher test performance with relatively lower cognitive load compared to the two system-paced groups, despite the fact that the ‘stop’ and ‘play’ buttons were rarely used. The significant group differences regarding test performance were obtained only for more difficult, high element interactivity questions but not for low element interactivity questions. Copyright # 2007 John Wiley & Sons, Ltd.

Subfields: Computer Vision and Pattern Recognition, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/702a5f7a356ce30c4a1bb26600b050563127fa22

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In Computer Vision and Pattern Recognition

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study (2020, background): “Some research suggests that giving learners control over the pacing of the material can be beneficial for transfer of knowledge (Hasler et al. 2007; Tabbers and de Koeijer 2010).”
Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “Most research demonstrating the principle is based on individual learning environments (Hasler et al. 2007; Paas 1992; Van Gog et al. 2009b).”