Optimising learning from animations by minimising cognitive load: cognitive and affective consequences of signalling and segmentation methods

By Roxana Moreno. 2007

311 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f463b17e6cca1428f1c41c93ff95373d479e43c3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “Moreover, not every cue engaged learners in meaningful learning activities like in the Moreno (2007) study, in which the effectiveness of relational cueing may have been reduced because cues required processing that did not seem to be relevant.”
Interactive Multimodal Learning Environments (2007, methodology): “According to CATLM ’ s assumptions (a) and (b), this mixed-modality presentation is most efficient because it takes advantage of the existence of independent visual and auditory channels, therefore expanding effective working memory capacity (Moreno 2006b).”
Emotional design in multimedia learning: Effects of shape and color on affect and learning (2014, background): “One theory that may provide guidance for the use of emotional design is Moreno’s Cognitive Affective Theory of Learning with Media (CATLM), which expands Mayer’s (2005) Cognitive Theory of Multimedia Learning (CTML) by incorporating motivational and metacognitive factors asmediators ofmultimedia lea”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “Evidence for this hypothesis was reported in a study by Moreno (2007), where participants who studied a segmented version of classroom video (Experiment 1) or animation (Experiment 2), reported lower mental effort and perceived the learning materials as less difficult than participants who studied…”
Cognitive load theory, educational research, and instructional design: some food for thought (2010, background): “In some studies the two issues (effort and difficulty) are queried separately and are then combined into one metric (Moreno 2007; Zheng et al. 2009).”