Animated demonstrations: Evidence of improved performance efficiency and the worked example effect

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Volumn 5619 LNCS, Issue , 2009, Pages 247-255

  Lewis, David ^a   Barron, Ann ^a  

^a UNIVERSITY OF SOUTH FLORIDA   (United States)

Author keywords

Animation; Cognitive load; Performance efficiency

Indexed keywords

COGNITIVE LOAD; GROUP PERFORMANCE; PERFORMANCE EFFICIENCY; WORKED EXAMPLES;

ANIMATION;

DEMONSTRATIONS;

EID: 70350224120     PISSN: 03029743     EISSN: 16113349     Source Type: Book Series    
DOI: 10.1007/978-3-642-02806-9_29     Document Type: Conference Paper

References (23)

1. Sweller, J., Chandler, P.: Evidence for Cognitive Load Theory. Cognit Instruct 8(4), 351-362 (1991)
2. Animation as documentation: A Replication with Reinterpretation, http://www.stc.org/proceedings/ConfProceed/1998/PDFs/00006.PDF
3. Palmiter, S.L., Elkerton, J., Baggett, P.: Animated demonstrations vs. written instructions for learning procedural tasks: a preliminary investigation. Int. J. Man Mach. Stud. 34, 687-701 (1991)
4. Paas, F.G.W.C., van Merrienboer, J.J.G.: The efficiency of instructional conditions: An approach to combine mental-effort and performance measures. Hum Factors 35(4), 737-743 (1993)
5. Sweller, J., Cooper, G.A.: The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction 2(1), 59-89 (1985) Animated Demonstrations: Evidence 255
6. Tuovinen, J.E., Sweller, J.: A comparison of cognitive load associated with discovery learning and worked examples. J. Educ. Psychol. 91(2), 334-341 (1999)
7. Lewis, R.D.: Demobank: a method of presenting just-in-time online learning. In: The Proceedings of the Association for Educational Communications and Technology (AECT) Annual International Convention, Orlando, FL, October 2005, vol. 2, pp. 371-375 (2005)
8. Waterson, P.E., O'Malley, C.E.: Using animated demonstrations in multimedia applications: Some suggestions based upon experimental evidence. In: Salvendy, G., Smith, M.J. (eds.) Human-Computer Interaction: Software and Hardware Interfaces, Proceedings of the Fifth International Conference on Human-Computer Interaction (HCI International 1993), pp. 543-548 (1993)
9. Paas, F., Tuovinen, J.E., Tabbers, H.K., Van Gerven, P.W.M.: Cognitive load measurement as a means to advance cognitive load theory. Educ. Psychol. 38(1), 63-71 (2003)
10. Brünken, R., Plass, J.L., Leutner, D.: Direct measurement of cognitive load in multimedia learning. Educ. Psychol. 38(1), 53-61 (2003)
11. Gagné, R.M.: Problem solving. In: Melton, A.W. (ed.) Categories of human learning. Academic Press, New York (1964)
12. Lewis, R.D.: The acquisition of procedural skills: An analysis of the worked-example effect using animated demonstrations. Unpublished doctoral dissertation, University of South Florida (2008)
13. Cooper, G., Sweller, J.: Effects of schema acquisition and rule automation on mathematical problem-solving transfer. J. Educ. Psychol. 79(4), 347-362 (1987)
14. Stevens, J.: Applied multivariate statistics for the social sciences. Erlbaum, Mahwah (2002)
15. Techsmith, TechSmith Camtasia Studio 4.0 [Computer program]. Okemos, MI (2006)
16. Adobe Systems: Adobe Photoshop Elements 2.0 [Computer program]. Mountain View, CA (1990-2002)
17. Techsmith: TechSmith Morae 1.0.1 [Computer program]. Okemos, MI (2004)
18. Glass, G., Hopkins, K.: Statistical methods in education and psychology, 2nd edn. Allyn and Bacon, Boston (1984)
19. Macro to test multivariate normality, http://support.sas.com/kb/24/983. html
20. Bruner, J.S.: The act of discovery. Harv. Educ. Rev. 31(1), 21-32 (1961)
21. Ausubel, D.P.: The psychology of meaningful verbal learning; an introduction to school learning. Grune and Stratton, New York (1963)
22. Mayer, R.: Multimedia Learning. Cambridge University Press, Cambridge (2001)
23. Kirschner, P.A., Sweller, J., Clark, R.E.: Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educ. Psychol. 41(2), 75-86 (2006)