Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning
Wolfgang Schnotz,Thorsten Rasch +1 more
TLDR
In two learning experiments with 40 and 26 university students, the effects of animated pictures on knowledge acquisition were investigated and showed that manipulation pictures had an enabling function for individuals with high learning prerequisites, whereas simulation pictures had a facilitating function forindividuals with low learningPrerequisites.Abstract:
New technologies allow the display of text, static visuals, and animations. Although animations are inherently attractive, they are not always beneficial for learning. Problems may arise especially when animations modify the learner's cognitive load in an unintended way. In two learning experiments with 40 and 26 university students, the effects of animated pictures on knowledge acquisition were investigated. Some pictures displayed visual simulations of changes over time, whereas other pictures could be manipulated by learners to represent different states in time. Results showed that manipulation pictures had an enabling function for individuals with high learning prerequisites, whereas simulation pictures had a facilitating function for individuals with low learning prerequisites. However, the facilitating function was not beneficial for learning, because learners were prevented from performing relevant cognitive processes on their own. A careful analysis of the interrelation between different kinds of cognitive load and the process of learning is therefore required.read more
Citations
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Book ChapterDOI
Multimedia in Learning
Alfred Bork,Sigrún Gunnarsdóttir +1 more
TL;DR: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers.
Book
Cognitive Load Theory
TL;DR: Cognitive load theory uses evolutionary theory to consider human cognitive architecture and uses that architecture to devise novel, instructional procedures to generate instructional procedures, summarized in this chapter.
Journal ArticleDOI
Cognitive load theory, educational research, and instructional design: some food for thought
TL;DR: In this paper, the authors explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues, and conclude by presenting a research agenda for future studies on cognitive load.
Journal ArticleDOI
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
TL;DR: This article reviewed recent empirical findings associated with the expertise reversal effect, their interpretation within cognitive load theory, relations to ATI studies, implications for the design of learner-tailored instructional systems, and some recent experimental attempts of implementing these findings into realistic adaptive learning environments.
Journal ArticleDOI
A Reconsideration of Cognitive Load Theory
TL;DR: In this article, the conceptual distinctions between different kinds of cognitive load are analyzed by considering the zone of proximal development (ZoP) concept in cognitive load theory and implicit learning.
References
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Journal ArticleDOI
Cognitive Architecture and Instructional Design
TL;DR: Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance as discussed by the authors, which assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation.
Book
Multimedia Learning
TL;DR: Whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone is examined, and Richard E. Mayer examines the cognitive theory of multimedia learning.
Book ChapterDOI
Multimedia in Learning
Alfred Bork,Sigrún Gunnarsdóttir +1 more
TL;DR: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers.
Journal ArticleDOI
Animation: can it facilitate?
TL;DR: In cases where animated graphics seem superior to static ones, scrutiny reveals lack of equivalence between animated and static graphics in content or procedures; the animated graphics convey more information or involve interactivity.