Cognitive consequences of segmentation and modality methods in learning from instructional animations

Hassanabadi, Hamidreza; Robatjazi, Effat Sadat; Savoji, Azar Pakdaman

doi:10.1016/j.sbspro.2011.10.287

Cited by 27 publications

(8 citation statements)

References 27 publications

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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: 90%

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: 90%

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

Meij

2016

Instr Sci

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“…This prediction is supported in the first line of Table , showing that in 10 of 10 experimental comparisons, involving computer‐based multimedia lessons on lightning, electric motors, pulley systems, how the human eye works, astronomy, history and teaching skills, students who learned with segmented lessons (Boucheix & Schneider, ; Hasler, Kersten, & Sweller, ; Hassanabadi, Robatjazi, & Savoji, ; Lusk et al, ; Mayer & Chandler, , Expt. 2; Mayer, Dow, & Mayer, , Expts.…”

Section: The Case For Using Effective Multimedia In E‐learningmentioning

confidence: 81%

Using multimedia for e‐learning

Mayer¹

2017

Computer Assisted Learning

458

323

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This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.

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“…For example, Stiller, Freitag, Zinnbauer, and Freitag () reported that segmenting improved transfer test performance when the words were printed but produced only a slight effect when they were spoken. In contrast, Hassanabadi, Robatjazi, and Savoji () reported that segmenting improved transfer test performance when the words were spoken but produced only a slight effect when they were printed. Singh, Marcus, and Ayres () reported that segmenting was beneficial both for lessons with spoken text and printed text; however, the largest benefit was with spoken text, perhaps because of the transitory nature of long spoken text passages.…”

Section: Introductionmentioning

confidence: 92%

Learner control of the pacing of an online slideshow lesson: Does segmenting help?

Mayer

Wells

Parong

et al. 2019

Applied Cognitive Psychology

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How can we improve the instructional effectiveness of an online slideshow lesson?In the present study, college students received a 12-slide multimedia slideshow lesson on how a geographic information system works. In a 2 × 2 design, the lesson was presented one complete slide at a time (large segment) or added one section of the slide at a time (small segment) when the student pressed the CONTINUE key, and the words were presented in printed form (text) or spoken form (voice). Students performed significantly better on a transfer posttest when the lesson was paced in small segments rather than large segments (d = 0.34); there was no effect or interaction involving modality. The small-segment version was rated as less difficult than the large-segment version (d = 0.43). The segmenting principle was supported in the context of online slideshows.

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Cognitive consequences of segmentation and modality methods in learning from instructional animations

Cited by 27 publications

References 27 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

Using multimedia for e‐learning

Learner control of the pacing of an online slideshow lesson: Does segmenting help?

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