Effects of pacing and cognitive style across dynamic and non-dynamic representations

Höffler, Tim N.; Schwartz, Ruth N.

doi:10.1016/j.compedu.2011.03.012

Cited by 78 publications

(44 citation statements)

References 47 publications

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“…The possibility for learners to adapt the pacing of the information stream to their comprehension capacities was found to facilitate the construction of an efficient mental model. Compared to no control or interaction mode, the pacing control over the animation was beneficial for students (H€ offler & Schwartz, 2011;Mayer & Chandler, 2001;Nesbit & Adesope, 2011;Schwan & Riempp, 2004) and for children (Boucheix & Guignard, 2005). However, many other studies found that control over the pacing of the animation did not enhance comprehension (Betrancourt & Realini, 2005;Hegarty et al, 2003;Kriz & Hegarty, 2004;Rebetez & Betrancourt, 2007), even with novice learners (Lowe, 2003).…”

Section: Factors Related To the Instructional Materialsmentioning

confidence: 99%

“…As such, the system-paced presentation, together with the transient nature of animation, frequently seen as a drawback, did not impede learners to study the current information and images while integrating the previous learning content (Moreno & Mayer, 2007). However, it is highly probable that the effect of pacing control interacts with other factors, such as learners' cognitive style (H€ offler & Schwartz, 2011), prior knowledge, learning objectives, and/or modality of the accompanying information (Schmidt-Weigand, 2005;Tabbers, 2002).…”

Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 99%

See 1 more Smart Citation

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

270

159

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Section: Factors Related To the Instructional Materialsmentioning

confidence: 99%

Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 99%

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

270

159

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“…Several empirical studies have further shown that user control can have a positive effect on learning (e.g., Hasler et al, 2007;Höffler and Schwartz 2011;Schwan and Riempp 2004;Stiller et al 2009). Such effects are not consistently found, however.…”

Section: Discussionmentioning

confidence: 99%

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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“…Thus, self-control or self-pacing is not inherently always helpful; its utility depends on the form of control and likely the specific content. For instance, Hoffler and Schwartz (2011) found that learners benefitted from self-pacing when the learning material consisted of animations but not when static images.…”

Section: Controlling a Slideshowmentioning

confidence: 99%

Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards

et al. 2016

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The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users' perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users.

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Effects of pacing and cognitive style across dynamic and non-dynamic representations

Cited by 78 publications

References 47 publications

Does animation enhance learning? A meta-analysis

Does animation enhance learning? A meta-analysis

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

Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards

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