Training adult novices to use computers: Effects of different types of illustrations

Computers in Human Behavior

Volumn 25, Issue 2, 2009, Pages 275-283

  James Kehoe, E ^a   Bednall, Timothy C ^a   Yin, Leon ^a   Olsen, Kirk N ^a   Pitts, Claudia ^a   Henry, Julie D ^a   Bailey, Phoebe E ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

Author keywords

Adult learning; Cognitive load; Computer training; Illustration; Novices

Indexed keywords

ADULT LEARNING; COGNITIVE LOAD; COMPUTER TRAINING; ILLUSTRATION; NOVICES;

EXPERIMENTS;

EID: 59049097534     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2008.12.005     Document Type: Article

References (37)

1. Arguel A., and Jamet E. Using video and static pictures to improve learning of procedural contents. Computers in Human Behavior 25 (2009) 354-359
2. Brunyé T.T., Taylor H.A., Rapp D.N., and Spiro A. Learning procedures: The role of working memory in multimedia learning experiences. Applied Cognitive Psychology 20 (2006) 917-940
3. Carlson R., Chandler P., and Sweller J. Learning and understanding science instructional material. Journal of Educational Psychology 95 (2003) 629-640
4. Carroll J.M. Toward minimalist training: Supporting the sense-making activities of computer users. In: Quiñones M.A., and Ehrenstein A. (Eds). Training for a rapidly changing workplace. Applications of psychological research (1997), American Psychological Association, Washington, DC 303-328
5. Chandler P., and Sweller J. Cognitive load theory and the format of instruction. Cognition and Instruction 8 (1991) 293-332
6. Chandler P., and Sweller J. Cognitive load while learning to use a computer program. Applied Cognitive Psychology 10 (1996) 151-170
7. Cierniak G., Scheiter K., and Gerjets P. Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?. Computers in Human Behavior 25 (2009) 315-324
8. Clarke T., Ayres P., and Sweller J. The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development 53 (2005) 15-24
9. Cohen J. Eta-squared and partial eta-squared in fixed factor ANOVA designs. Educational and Psychological Measurement 33 (1973) 107-112
10. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. (1988), Erlbaum, Hillsdale, NJ
11. Cuevas H.M., Fiore S.M., and Oser R. Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments. Instructional Science 30 (2002) 433-464
12. De Westelinck K., Valcke M., De Craene B., and Kirschner P. Multimedia learning in social sciences: Limitations of external graphical representations. Computers in Human Behavior 21 (2005) 555-573
13. Ginns P. Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects. Learning and Instruction 16 (2006) 511-525
14. Kalyuga S., Ayres P., Chandler P., and Sweller J. The expertise reversal effect. Educational Psychologist 38 (2003) 23-31
15. Kalyuga S., Chandler P., Tuovinen J., and Sweller J. When problem-solving is superior to studying worked examples. Journal of Educational Psychology 93 (2001) 579-588
16. Leutner D., Leopold C., and Sumflet E. Cognitive load and science text comprehension: Effects of drawing and imagining text content. Computers in Human Behavior 25 (2009) 284-289
17. Lin D.-Y.M., and Hsieh C.-T.J. The role of multimedia in training the elderly to acquire operational skills of a digital camera. Gerontechnology 5 (2006) 68-77
18. Lindquist E.F. Design and analysis of experiments in psychology and education (1953), Houghton Mifflin, Boston
19. Mayer R.E., and Gallini J.K. When is an illustration worth ten thousand words?. Journal of Educational Psychology 82 (1990) 715-726
20. Mayer R.E., and Moreno R. Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 38 (2003) 43-52
21. Mykityshyn A.L., Fisk A.D., and Rogers W.A. Learning to use a home medical device. Mediating age-related differences with training. Human Factors 44 (2002) 354-364
22. O'Brien R.G., and Kaiser M.K. MANOVA method for analyzing repeated measures designs: An extensive primer. Psychological Bulletin 97 (1985) 316-333
23. Paas F., Renkl A., and Sweller J. Cognitive load theory and instructional design: Recent developments. Educational Psychologist 38 (2003) 1-4
24. Pollock E., Chandler P., and Sweller J. Assimilating complex information. Learning and Instruction 12 (2002) 61-86
25. Reed S.K. Cognitive architectures for multimedia learning. Educational Psychologist 41 (2006) 87-98
26. Reisslein J., Atkinson R.K., Seeling P., and Reisslein M. Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis. Learning and Instruction 16 (2006) 92-103
27. Sweller J. The redundancy principle in multimedia learning. In: Mayer R.E. (Ed). The cambridge handbook of multimedia learning (2005), Cambridge University Press, NewYork 147-158
28. Sweller J., and Chandler P. Why some material is difficult to learn. Cognition and Instruction 12 (1994) 185-233
29. Sweller J., van Merrienboer J.J.G., and Paas F.G.W.C. Cognitive architecture and instructional design. Educational Psychology Review 10 (1998) 251-296
30. Van Gerven P.W., Paas F., Van Merriënboer J.J., Hendriks M., and Schmidt H. The efficiency of multimedia learning into old age. British Journal of Educational Psychology 73 (2003) 489-505
31. Van Gerven P.W.M., Paas F.G.W.C., Van Merrienboer J.J.G., and Schmidt H.G. Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework. Educational Gerontology 26 (2000) 503-521
32. Van Gog T., and Paas F. Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist 43 (2008) 16-26
33. Van Merriënboer J.J.G., Clark R., and de Croock M.B. Blueprints fo complex learning: The 4C/ID-Model. Educational Technology Research and Development 50 (2002) 39-64
34. Van Merriënboer J.J.G., Kirschner P.A., and Kester L. Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist 38 (2003) 5-13
35. Vekiri I. What is the value of graphical displays in learning?. Educational Psychology Review 14 (2002) 261-312
36. Wittwer J., and Renkl A. Why instructional explanations often do not work: A framework for understanding the effectiveness of instructional explanations. Educational Psychologist 43 (2008) 49-64
37. Zacks J.M., and Tversky B. Structuring information interfaces for procedural learning. Journal of Experimental Psychology: Applied 92 (2003) 88-100