Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning

Schnotz, Wolfgang; Rasch, Thorsten

doi:10.1007/bf02504797

Cited by 190 publications

(153 citation statements)

References 17 publications

Supporting

Mentioning

137

Contrasting

Order By: Relevance

“…A guideline effective for a low experience learner may be ineffective for a high experience learner. In the field of multimedia learning some recent studies have indeed revealed that interactivity can have a detrimental effect on learning, imposing extraneous cognitive load instead of germane cognitive load (Lowe 2004;Schnotz and Rasch 2005). In the social cognitive model of sequential skill acquisition, the level of expertise determines when a learner will go from one stage to another.…”

Section: Discussionmentioning

confidence: 99%

“…Since they did not have sufficient background to know what aspects of the animation required further exploration, they engaged in unsophisticated interaction with the animation and did not extract the essential information. In addition, Schnotz and Rasch (2005) showed that activities that yield a germane load for low expertise students may yield an extraneous load for high expertise students and vice versa.…”

Section: Interactivity In Electronic Learning Environmentsmentioning

confidence: 99%

See 1 more Smart Citation

Interactivity in Video-based Models

2007

View full text Add to dashboard Cite

In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas.Keywords Modeling . Interactivity . Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989;Wetzel et al. 1994;Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. At the same time, rapid developments in computer and software

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Interactivity In Electronic Learning Environmentsmentioning

confidence: 99%

Interactivity in Video-based Models

2007

View full text Add to dashboard Cite

show abstract

“…From a cognitive point of view, Schnotz and colleagues (Schnotz & Rasch, 2005;Schnotz, 2005) described the potential benefits of animation to learning in terms of enabling and facilitating effects. The continuous depiction of changes in animation supports the perceptual and conceptual processing of dynamic information, which would be impossible to achieve for novice learners in the domain (enabling effect) or very demanding from a cognitive resource point of view (facilitating effect).…”

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

“…The enabling effect is akin to the supplantation effect (Salomon, 1994), which refers to an external cognitive aid for mental operations or processes. A drawback of the facilitating effect is that it may lead learners to an "illusion of understanding" (Schnotz & Lowe, 2003;Schnotz & Rasch, 2005) as well as shallow processing of the conceptual relations underlying the changes. This drawback has also been identified under the term "underwhelming effect" (Lowe, 2003) that is when learners do not allocate enough cognitive resources to understand the animation.…”

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

268

159

View full text Add to dashboard Cite

“…This design advice therefore needed to be substantiated through an empirical assessment. (2007), and Schnotz and Rasch (2005) was coalesced to develop a framework for selecting optimal complexity. A key element of this approach was applied within the Complexity Curve, which is illustrated in Figure 2.…”

Section: Layout/ Array (Rla2)mentioning

confidence: 99%

Delivering a Unified Design Model (UDM) - To Align Design to the Way the Human Brain Processes Visual Information

et al. 2017

View full text Add to dashboard Cite

Presentation tools like PowerPoint are used extensively (Park & Feigenson, 2013), but they are regularly criticised because poor application obfuscates the message (Schoeneborn, 2013). The project introduced in this paper focussed on developing a Unified Design Model (UDM) and an integrated set of research-based design principles, which would help users overcome identified weaknesses in the use of presentation aids. As a bi-product of the research, this project also addressed issues related to other computer-based visualisations. The first step taken to achieve this objective was to review research in neuroscience, biopsychology, and cognitive science. Collected information was used to develop an integrated understanding of the way the human brain processes information, and particularly visual content. This knowledge was then integrated with guidance and results from psychophysics and design related publications, to create a set of draft principles that holistically covered the key aspects of visual design. In all, the information from 1640 publications was used to develop these draft design principles. The validity of these draft principles was tested through an experimental program, which is explained in the PhD thesis at Hilliard (2016). In the interests of brevity, this paper only introduces the UDM framework. However, even this short introduction to the UDM gives important insights into the design of presentations, and other forms of computer-based visualisations, including web pages and e-learning material.

show abstract

Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning

Cited by 190 publications

References 17 publications

Interactivity in Video-based Models

Interactivity in Video-based Models

Does animation enhance learning? A meta-analysis

Delivering a Unified Design Model (UDM) - To Align Design to the Way the Human Brain Processes Visual Information

Contact Info

Product

Resources

About