An expertise reversal effect of segmentation in learning from animated worked-out examples

Computers in Human Behavior

Volumn 27, Issue 1, 2011, Pages 46-52

  Spanjers, Ingrid A E ^a,b   Wouters, Pieter ^c   Van Gog, Tamara ^a,d   Van Merriënboer, Jeroen J G ^a,b  

^a OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

^c UTRECHT UNIVERSITY   (Netherlands)

^d ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

Author keywords

Cognitive load; Expertise reversal effect; Instructional animations; Multimedia learning; Segmentation

Indexed keywords

COGNITIVE LOADS; EXPERTISE REVERSAL EFFECT; INSTRUCTIONAL ANIMATIONS; MULTIMEDIA LEARNING; SEGMENTATION;

STUDENTS;

EID: 78449291144     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2010.05.011     Document Type: Article

References (35)

1. L.S. Aiken, and S.G. West Multiple regression: Testing and interpreting interactions 1991 Sage Newbury Park, CA
2. F. Amadieu, C. Mariné, and C. Laimay The attention-guiding effect and cognitive load in the comprehension of animations Computers in Human Behavior 27 2011 36 40
3. P. Ayres, and F. Paas Can the cognitive load approach make instructional animations more effective? Applied Cognitive Psychology 6 2007 811 820
4. A. Baddeley Working memory: Looking back and looking forward Nature Reviews: Neuroscience 4 2003 828 839
5. P. Barrouillet, and V. Camos The time-based resource-sharing model of working memory N. Osaka, R.H. Logie, D.E. Mark, The cognitive neuroscience of working memory 2007 Oxford University Press Oxford 57 80
6. R. Catrambone The subgoal learning model: Creating better examples so that students can solve novel problems Journal of Experimental Psychology: General 127 1998 335 376
7. P. Chandler Dynamic visualizations and hypermedia: Beyond the 'Wow' factor Computers in Human Behavior 25 2009 389 392
8. B.B. De Koning, H.K. Tabbers, R.M.J.P. Rikers, and F. Paas Attention cueing as a means to enhance learning from an animation Applied Cognitive Psychology 21 2007 731 746
9. B.B. De Koning, H.K. Tabbers, R.M.J.P. Rikers, and F. Paas Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction 20 2010 111 122
10. K.A. Ericsson, and H.A. Simon Protocol analysis: Verbal reports as data Rev. ed. 1993 MIT Press Cambridge, MA
11. M. Hegarty, S. Kriz, and C. Cate The roles of mental animation and external animation in understanding mechanical systems Cognition and Instruction 21 2003 325 360
12. T.N. Höffler, and D. Leutner Instructional animation versus static pictures: A meta-analysis Learning and Instruction 17 2007 722 738
13. H. Jarodzka, K. Scheiter, P. Gerjets, and T. Van Gog In the eyes of the beholder: How experts and novices interpret dynamic stimuli Learning and Instruction 20 2010 146 154
14. S. Kalyuga Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge Computers in Human Behavior 24 2008 852 861
15. S. Kalyuga, P. Ayres, P. Chandler, and J. Sweller The expertise reversal effect Educational Psychologist 38 2003 23 31
16. Macromedia. (2002). Flash MX™ [Computer software]. San Francisco, CA: Macromedia.
17. R.E. Mayer, and P. Chandler When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology 93 2001 390 397
18. R.E. Mayer, M. Hegarty, S. Mayer, and J. Campbell When static media promotes active learning: Annotated illustrations versus narrated animations in multimedia instruction Journal of Experimental Psychology: Applied 11 2005 256 265
19. R.E. Mayer, A. Mathias, and K. Wetzell Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction Journal of Experimental Psychology: Applied 8 2002 147 154
20. R.E. Mayer, and R. Moreno Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38 2003 43 52
21. F. Paas Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach Journal of Educational Psychology 84 1992 429 434
22. F. Paas, and J.J.G. Van Merriënboer The efficiency of instructional conditions: An approach to combine mental effort and performance measures Human Factors 35 1993 737 743
23. F. Schmidt-Weigand, and K. Scheiter The role of spatial descriptions in learning from multimedia Computers in Human Behavior 27 2011 22 28
24. Schnotz, W. (2002). Enabling, facilitating and inhibiting effects in learning from animated pictures. Paper presented at the International Workshop on Dynamic Visualizations and Learning, Tübingen, Germany. Downloaded on 31 July 2008 from http://www.iwm-kmrc.de/workshops/visualization/schnotz.pdf.
25. W. Schnotz, and R. Lowe A unified view of learning from animated and static graphics R. Lowe, W. Schnotz, Learning with animations: Research implications for design 2008 Cambridge University Press Cambridge, MA 304 356
26. J. Sweller, J.J.G. Van Merriënboer, and F. Paas Cognitive architecture and instructional design Educational Psychology Review 10 1998 251 296
27. B. Tversky, J. Heiser, R. Mackenzie, S. Lozano, and J. Morrison Enriching animations R. Lowe, W. Schnotz, Learning with animations: Research implications for design 2008 Cambridge University Press Cambridge, MA 263 285
28. B. Tversky, J.B. Morrison, and M. Betrancourt Animation: Can it facilitate? International Journal of Human-Computer Studies 57 2002 247 262
29. T. Van Gog, and F. Paas Instructional efficiency: Revisiting the original construct in educational research Educational Psychologist 43 2008 16 26
30. T. Van Gog, F. Paas, N. Marcus, P. Ayres, and J. Sweller The mirror neuron system and observational learning: Implications for the effectiveness of dynamic visualizations Educational Psychology Review 21 2009 21 30
31. T. Van Gog, F. Paas, J.J.G. Van Merriënboer, and P. Witte Uncovering the problem-solving process: Cued retrospective reporting versus concurrent and retrospective reporting Journal of Experimental Psychology: Applied 11 2005 237 244
32. J.J.G. Van Merriënboer, and J. Sweller Cognitive load theory and complex learning: Recent developments and future directions Educational Psychology Review 17 2005 147 177
33. S.A.J. Wetzels, L. Kester, and J.J.G. Van Merriënboer Adapting prior knowledge activation: Mobilisation, perspective taking, and learners' prior knowledge Computers in Human Behavior 27 2011 16 21
34. P. Wouters, F. Paas, and J.J.G. Van Merriënboer Observational learning from animated models: Effects of modality and reflection on transfer Contemporary Educational Psychology 34 2009 1 8
35. P. Wouters, F. Paas, and J.J.G. Van Merriënboer Observational learning from animated models: Effects of studying-practicing alternation and illusion of control on transfer Instructional Science 38 2010 89 104