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

Spanjers, Ingrid A. E.; Wouters, Pieter; Gog, Tamara van; Merriënboer, Jeroen J. G. van

doi:10.1016/j.chb.2010.05.011

Cited by 127 publications

(87 citation statements)

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“…In addition, the paused materials led to significantly higher scores on a transfer test. Similar findings favoring pauses have been reported in other empirical studies (e.g., Hasler et al 2007;Hassanabadi et al 2011;Spanjers et al 2012;Spanjers et al 2011).…”

Section: Demonstration-based-training (Dbt)supporting

confidence: 79%

Demonstration-based training (DBT) in the design of a video tutorial for software training

Meij

2016

Instr Sci

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This study investigates the design and effectiveness of a video tutorial for software training. In accordance with demonstration-based training, the tutorial consisted of a series of task demonstrations, with instructional features added to enhance learning. An experiment is reported in which a demonstration-only control condition was compared with a demonstration-with-review condition. The review videos provided a recap to support retention of the procedure. Strict viewing conditions were imposed during training. Both learning and motivation were assessed. Participants were 55 students from primary and secondary schools in Germany. The outcomes showed that both tutorials significantly contributed to development of procedural knowledge and to motivation, and that the review tutorial surpassed the control. The discussion addresses the role of user control. In addition, with the effectiveness of reviews apparently becoming better established, the need arises for measures that can reveal the effects of reviews on observational learning processes.

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Section: Demonstration-based-training (Dbt)supporting

confidence: 79%

Demonstration-based training (DBT) in the design of a video tutorial for software training

Meij

2016

Instr Sci

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“…Ayres (2006) separated the expansion of two polynomial expressions into four calculations, and found that students who used the segmented materials made fewer errors and rated the task easier. Spanjers, Wouters, van Gog, and van Merriënboer (2011) achieved similar results by segmenting animated examples of working out problems. Both studies observed an expertise reversal effect when students were given segmented learning materials.…”

Section: Instructional Design: Reducing Difficulties In Learning Matesupporting

confidence: 52%

Multimedia Instruction Presented by Integrated Context to Enhance Understanding of Compass-and-Straightedge Construction

Chen

Lee

Lei

et al. 2017

EURASIA J MATH SCI T

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This study examined the effectiveness of an integrated context approach to the instruction of basic compass-and-straightedge construction. The formulation of a perpendicular bisector of a segment was used as a knowledge module to guide students from the preattention level to the elaboration level of information processing. The students were expected to select and organize information in their working memory for integration with prior knowledge. The knowledge module was presented in a multimedia environment using a pre-training and rehearsal approach. In immediate and delayed test results, integrated context learning proved significantly more effective than the traditional context in preparing students to deal with retention problems and transfer problems, regardless of the students' prior knowledge. These findings demonstrate the effectiveness of integrated context in the instruction of compass-and-straightedge construction; however, the factors that actually facilitate learning have yet to be fully elucidated.

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“…The findings of Boucheix and Guignard (2005) and Spanjers et al (2010) show that students with higher levels of prior knowledge do not need additional guidance through segmentation. For students with higher levels of prior knowledge, the amount of cognitive resources they can devote to cognitive activities with a positive effect on learning is reduced when they have to reconcile the instructional guidance with the guidance given by their available cognitive schemas (Kalyuga 2007).…”

Section: Enhancing Perception Of the Underlying Structurementioning

confidence: 85%

“…In the study by Spanjers et al (2010), segmentation was not combined with learner control. They investigated the effects of segmented and non-segmented animations on probability calculation procedures, and their segmented animations automatically paused after each segment and automatically continued after 2 s. A significant interaction was found between the effects of segmentation and prior knowledge: Students with lower levels of prior knowledge learned more efficiently from segmented animations than from nonsegmented animations, while students with higher levels of prior knowledge learned equally efficiently from non-segmented and segmented ones (i.e., an expertise reversal effect; Kalyuga 2007).…”

mentioning

confidence: 99%

“…In these studies, the segments were distinguished by inserting pauses between them (Boucheix & Guignard 2005;Hasler et al 2007;Mayer & Chandler 2001;Moreno 2007;Spanjers et al, 2010). Boucheix and Guignard (2005) compared the effects on learning from different versions of a slideshow about gearing systems, consisting of two wheels and a motor: a version in which students were able to start the next slide or repeat the previous slide and a fast and slow version without learner control.…”

mentioning

confidence: 99%

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A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning

2010

Self Cite

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This article reviews studies investigating segmentation of dynamic visualizations (i.e., showing dynamic visualizations in pieces with pauses in between) and discusses two not mutually exclusive processes that might underlie the effectiveness of segmentation. First, cognitive activities needed for dealing with the transience of dynamic visualizations impose extraneous cognitive load, which may hinder learning. Segmentation may reduce the negative effect of this load by dividing animations into smaller units of information and providing pauses between segments that give students time for the necessary cognitive activities after each of those units of information. Second, event segmentation theory states that people mentally segment dynamic visualizations during perception (i.e., divide the information shown in pieces). Segmentation of dynamic visualisation could cue relevant segments to students, which may aid them in perceiving the structure underlying the process or procedure shown.

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

Cited by 127 publications

References 30 publications

Demonstration-based training (DBT) in the design of a video tutorial for software training

Demonstration-based training (DBT) in the design of a video tutorial for software training

Multimedia Instruction Presented by Integrated Context to Enhance Understanding of Compass-and-Straightedge Construction

A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning

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