Effects of audiovisual stimuli on learning through microcomputer-based class presentation

Hativa, Nira; Reingold, Aliza

doi:10.1007/bf00120254

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…Animated instruction is usually compared to static picture and/or narrative only conditions. Some experiments have found positive effects for animation over static pictures and/or narrative only conditions [12][13][14][15][16], while others have found no effects or even negative effects for animation [17-19, 21, 221. This lack of consistent research findings may be due in part to the wide variety of areas in which animation has been implemented; from Newtonian mechanics [15], to food chains [18], bicycle pumps and brake systems [14], and computer applications [ 19,211.…”

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confidence: 99%

Problem Solving by Novice Macintosh Users: The Effects of Animated, Self-Paced Written, and No Instruction

Dyck

1995

Journal of Educational Computing Research

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The effect of type and amount of instruction on the problem solving behavior of novice Macintosh users were examined. Forty-eight naive users participated in one of four conditions; no instruction, self-paced written instruction on either basic mouse skills, or on basic mouse and file manipulation skills, or animated instruction on basic mouse and file manipulation skills. Subjects then completed mouse tasks, file manipulation tasks, and transfer tasks. Results indicated that the Macintosh is not a "walk-up-and-use" computer as the no instruction condition was slower and less successful at completing the tasks than all other conditions. The mouse skills condition completed more tasks, and were somewhat faster at completing the file manipulation and transfer tasks than the no instruction condition. Comparison of the animated condition and the equivalent written condition indicated no advantage for animation, and both conditions showed high levels of transfer. Analysis of individual tasks showed some evidence of the problem solving heuristic of label-following for the no instruction and mouse skills conditions. Direct manipulation interfaces, like the Macintosh, which allow the user to interact directly with graphical representations of system objects, are generally considered advantageous for users for a number of reasons [l-41. First, allowing the user to interact directly with system objects results in a more active engagement with the system, rather than a passive involvement. Second, direct manipulation interfaces reduce the cognitive distance between what the user intends to accomplish and the actions required to accomplish those intentions. Novices, in particular, seem to perform more efficiently when using a direct manipulation interface as compared to an indirect, command-language based interface [5-71. While this evidence and rationale indicate advantages for direct manipulation interfaces, difficulties in using direct manipulation interfaces still exist. Early research evaluating the effectiveness of the Lisa computer, a predecessor to the Macintosh, 29 0 1995. Baywood Publishing Co., Inc.

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Problem Solving by Novice Macintosh Users: The Effects of Animated, Self-Paced Written, and No Instruction

Dyck

1995

Journal of Educational Computing Research

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Individual differences, computers, and instruction

Ayersman

Minden

1995

Computers in Human Behavior

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Applying Learning Theories and Animation in OSiMM

Rias

Zaman

Outcome-Based Science, Technology, Engineering, and Mathematics Education

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Learning and instruction in higher education may be primarily concerned in most cases with the content of their academic lessons, and not very much with their instructional delivery. However, effective instructional delivery with technology and based on sound learning theories has been known to have an impact on student performance. With the rapid development in the computer and multimedia technologies, it has become feasible to integrate multimedia technologies into the teaching and learning process. What has been the conventional teacher-centered teaching approach is now seeing a shift into one which emphasises on student-centered learning approach. There is a body of evidence that supports the benefit of using animations to assist learning. The domain knowledge applied in this study was on a Computer Science subject, for the topic of memory management. Memory management is one of the topics taught in the course on Operating Systems in Computer Science and Information Technology programmes. This chapter discusses the design and development of a courseware based on Mayer’s Cognitive theory of Multimedia learning, and the use of animation in the teaching and learning of a computer science subject. An instructional design model based on the theories discussed was then constructed and prototypes were developed in 3-D animation. A survey was then conducted on users’ instructional value and overall satisfaction and the results are reported.

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Effects of audiovisual stimuli on learning through microcomputer-based class presentation

Cited by 3 publications

References 17 publications

Problem Solving by Novice Macintosh Users: The Effects of Animated, Self-Paced Written, and No Instruction

Problem Solving by Novice Macintosh Users: The Effects of Animated, Self-Paced Written, and No Instruction

Individual differences, computers, and instruction

Applying Learning Theories and Animation in OSiMM

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