Explaining the segmentation effect in learning from animations: The role of pausing and temporal cueing

Computers and Education

Volumn 59, Issue 2, 2012, Pages 274-280

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

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

^c UTRECHT UNIVERSITY   (Netherlands)

Author keywords

Cognitive load; Cueing; Instructional animations; Segmentation

Indexed keywords

COMPUTER SCIENCE; IMAGE SEGMENTATION;

BENEFICIAL EFFECTS; COGNITIVE LOADS; COGNITIVE PROCESS; CUEING; INSTRUCTIONAL ANIMATIONS; PROBABILITY CALCULATIONS;

EDUCATION;

EID: 84857532886     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2011.12.024     Document Type: Article

References (39)

1. Adobe Flash CS4™ [Computer software] 2008 Adobe San Jose, CA
2. P. Antonenko, F. Paas, R. Grabner.; T. van Gog Using electroencephalography to measure cognitive load Educational Psychology Review 22 2010 425 438 10.1007/s10648-010-9130-y
3. A. Arguel.; E. Jamet Using video and static pictures to improve learning of procedural contents Computers in Human Behavior 25 2009 354 359 10.1016/j.chb.2008.12.014
4. P. Ayres Using subjective measures to detect variations of intrinsic cognitive load within problems Learning & Instruction 16 2006 389 400 10.1016/j.learninstruc.2006.09.001
5. P. Ayres.; F. Paas Making instructional animations more effective: a cognitive load approach Applied Cognitive Psychology 21 2007 695 700 10.1002/acp.1343
6. A. Baddeley Working memory: looking back and looking forward Nature Reviews Neuroscience 4 2003 829 839 10.1038/nrn1201
7. P. Barrouillet.; V. Camos The time-based resource sharing model of working memory N. Osaka, R.H. Logie, M. D'Esposito, The cognitive neuroscience of working memory 2007 Oxford University Press Oxford, England 59 80
8. M. Boltz Temporal accent structure and the remembering of filmed narratives Journal of Experimental Psychology: Human Perception & Performance 18 1992 90 105 10.1037/0096-1523.18.1.90
9. J.-M. Boucheix.; R.K. Lowe An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations Learning & Instruction 20 2010 123 135 10.1016/j.learninstruc.2009.02.015
10. R. Brünken, J.L. Plass.; D. Leutner Direct measurement of cognitive load in multimedia learning Educational Psychologist 38 2003 53 61 10.1207/S15326985EP3801-7
11. R. Catrambone The subgoal learning model: creating better examples so that students can solve novel problems Journal of Experimental Psychology: General 127 1998 355 376 10.1037//0278-7393.22.4.1020
12. B.B. De Koning, H.K. Tabbers, R.M.J.P. Rikers.; F. Paas Attention guidance in learning from a complex animation: seeing is understanding? Learning & Instruction 20 2010 111 122 10.1016/j.learninstruc.2009.02.010
13. K.A. Ericsson.; H.A. Simon Protocol analysis: Verbal reports as data (Rev. ed.) 1993 MIT Press Cambridge, MA
14. M. Florax.; R. Ploetzner What contributes to the split-attention effect? The role of text segmentation, picture labelling.; spatial proximity Learning & Instruction 20 2010 216 224 10.1016/j.learninstruc.2009.02.021
15. B.S. Hasler, B. Kersten.; J. Sweller Learner control, cognitive load and instructional animation Applied Cognitive Psychology 21 2007 713 729 10.1002/acp.1345
16. T.N. Höffler.; D. Leutner Instructional animation versus static pictures: a meta-analysis Learning & Instruction 17 2007 722 738 10.1016/j.learninstruc.2007.09.013
17. H. Jarodzka, K. Scheiter, P. Gerjets.; T. van Gog In the eyes of the beholder: how experts and novices interpret dynamic stimuli Learning & Instruction 20 2010 146 154 10.1016/j.learninstruc.2009.02.019
18. W. Leahy.; J. Sweller Cognitive load theory, modality of presentation and the transient information effect Applied Cognitive Psychology 25 2011 943 951
19. L. Lin.; R.K. Atkinson Using animations and visual cueing to support learning of scientific concepts and processes Computers & Education 56 2011 650 658 10.1016/j.compedu.2010.10.007
20. R. Lowe Extracting information from an animation during complex visual learning European Journal of Psychology of Education 14 1999 225 244 10.1007/bf03172967
21. R.E. Mayer.; 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 10.1037//0022-0663.93.2.390
22. R.E. Mayer, M. Hegarty, S. Mayer.; J. Campbell When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction Journal of Experimental Psychology: Applied 11 2005 256 265 10.1037/1076-898X.11.4.256
23. R.E. Mayer.; R. Moreno Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38 2003 43 52 10.1207/S15326985EP3801-6
24. R. Moreno Optimising learning from animations by minimising cognitive load: cognitive and affective consequences of signalling and segmentation methods Applied Cognitive Psychology 21 2007 765 781 10.1002/acp.1348
25. 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 10.1037/0022-0663.84.4.429
26. F. Paas, J.E. Tuovinen, H. Tabbers.; P.W.M. Van Gerven Cognitive load measurement as a means to advance cognitive load theory Educational Psychologist 38 2003 63 71 10.1207/S15326985EP3801-8
27. S. Schwan, B. Garsoffky.; F. Hesse Do film cuts facilitate the perceptual and cognitive organization of activity sequences? Memory & Cognition 28 2000 214 223 10.3758/bf03213801
28. I.A.E. Spanjers, T. van Gog.; J.J.G. van Merriënboer A theoretical analysis of how segmentation of dynamic visualizations optimizes students' learning Educational Psychology Review 22 2010 411 423 10.1007/s10648-010-9135-6
29. I.A.E. Spanjers, P. Wouters, T. van Gog.; J.J.G. van Merriënboer An expertise reversal effect of segmentation in learning from animated worked-out examples Computers in Human Behavior 27 2011 46 52 10.1016/j.chb.2010.05.011
30. J. Sweller, J.J.G. van Merriënboer.; F. Paas Cognitive architecture and instructional design Educational Psychology Review 10 1998 251 296 10.1023/a:1022193728205
31. B. Tversky, J.B. Morrison.; M. Betrancourt Animation: can it facilitate? International Journal of Human-Computer Studies 57 2002 247 262 10.1006/ijhc.2002.1017
32. P.W.M. Van Gerven, F. Paas, J.J.G. van Merriënboer.; H.G. Schmidt Memory load and the cognitive pupillary response in aging Psychophysiology 41 2004 167 174 10.1111/j.1469-8986.2003.00148.x
33. T. Van Gog Effects of identical example-problem and problem-example pairs on learning Computers & Education 57 2 2011 1775 1779 10.1016/j.compedu. 2011.03.019
34. T. Van Gog, F. Paas, N. Marcus, P. Ayres.; J. Sweller The mirror neuron system and observational learning: implications for the effectiveness of dynamic visualizations Educational Psychology Review 21 2009 21 30 10.1007/s10648-008- 9094-3
35. T. Van Gog, F. Paas, J.J.G. van Merriënboer.; P. Witte Uncovering the problem-solving process: cued retrospective reporting versus concurrent and retrospective reporting Journal of Experimental Psychology: Applied 11 2005 237 244 10.1037/1076-898X.11.4.237
36. P. Wouters, F. Paas.; J.J.G. van Merriënboer How to optimize learning from animated models: a review of guidelines based on cognitive load Review of Educational Research 78 2008 645 675 10.3102/0034654308320320
37. P. Wouters, F. Paas.; J.J.G. van Merriënboer Observational learning from animated models: effects of modality and reflection on transfer Contemporary Educational Psychology 34 2009 1 8 10.1016/j.cedpsych.2008.03.001
38. P. Wouters, H.K. Tabbers.; F. Paas Interactivity in video-based models Educational Psychology Review 19 2007 327 342 10.1007/s10648-007-9045-4
39. J.M. Zacks, N.K. Speer, K.M. Swallow, T.S. Braver.; J.R. Reynolds Event perception: a mind-brain perspective Psychological Bulletin 133 2007 273 293 10.1037/0033-2909.133.2.273