How Much Cueing Is Needed in Instructional Animations? The Role of Prior Knowledge

Arslan-Ari, Ismahan; Crooks, Steven M.; Ari, Fatih

doi:10.1007/s10956-020-09845-5

Cited by 16 publications

(15 citation statements)

References 60 publications

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“…On the contrary, the educational effect of cues on learning outcomes has been questioned in some other studies (Arslan-Ari, 2013; de Koning et al, 2010, 2011; Lowe & Boucheix, 2011; Skuballa, Schwonke, & Renkl, 2012; Song & Bruning, 2016; Wang et al, 2015). For example, Kriz and Hegarty (2007) found that arrows embedded in a toilet tank animation did not enable students to construct a sufficient understanding of how the system works, although they did guide their visual attention.…”

Section: Research On Cueing In Multimedia Learningmentioning

confidence: 97%

“…The vast majority of previous cueing studies used just one kind of cue to compare with no cues. However, many of them did not find that adding a single kind of cue (i.e., either visual or auditory) improved learning outcomes (e.g., Arslan-Ari, 2013; Crooks, Cheon, Inan, Ari, & Flores, 2012; de Koning, Tabbers, Rikers, & Paas, 2010, 2011; Lowe & Boucheix, 2011; Song & Bruning, 2016; Wang, Duan, Zhou, & Chen, 2015). The lack of strong, consistent signaling based on single-modality cues (i.e., either visual or auditory) leads to calls for examining how to make cueing technique work more effectively by using dual-modality cues (i.e., both visual and auditory).…”

Section: Objective and Rationalementioning

confidence: 97%

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Coordinating visual and auditory cueing in multimedia learning.

Mayer

Wang

Zhou

2019

Journal of Educational Psychology

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Providing single-modality cueing (either visual cueing or auditory cueing) in multimedia lessons does not consistently improve learning outcomes. In 3 eye-tracking experiments, some students learned an onscreen lesson with an oral explanation of graphics and then took a posttest on the material (no cues group). Across all 3 experiments, students spent more time attending to the relevant portion of the graphic and performed better on posttests if coordinated cues were added to the lesson (coordinated dual cues group), in which key elements were spoken with deeper intonation (auditory cue) at the same time the element turned red in the graphic (visual cue). Presenting coordinated visual and auditory cues also resulted in better posttest performance than presenting only a visual cue (visual-only cues group) or auditory cue alone (auditory-only cues group) in Experiment 1, or presenting visual and auditory cues that were unmatched (mismatched dual cues group) in Experiment 2 or unsynchronized (visual-before-auditory cues group and visual-after-auditory cues group) in Experiment 3. These findings extend and sharpen the signaling principle concerning how best to highlight instructional material in multimedia learning, using coordinated auditory and visual cues.

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Section: Research On Cueing In Multimedia Learningmentioning

confidence: 97%

Section: Objective and Rationalementioning

confidence: 97%

Coordinating visual and auditory cueing in multimedia learning.

Mayer

Wang

Zhou

2019

Journal of Educational Psychology

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“…In this context, the total cognitive load that learners experience can easily surpass the limited capacity of cognitive resources. According to CLT, cueing can avoid cognitive load; however, individuals thoroughly diverge in their processing capacity (Arslan-Ari et al, 2020). Experts have a high level of experience regarding a specific task which reduces the cognitive load associated with the task.…”

Section: Mediators Of Learningmentioning

confidence: 99%

Optimizing Video Tutorials for Software Training Through Cueing

2021

Proceedings of the International Conferences Mobile Learning 2021 (ML 2021) and Educational Technologies 2021 (ICEduTech 2021)

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Video tutorials substantially support demonstration-based training where the main goal is to enhance procedural knowledge by observing various understandable examples of performing a task. Although video tutorials are broadly popular nowadays, little attention is given to the design features of an instructional tutorial. The aim of this study is to investigate the use of cueing on video tutorials for software training. Task performance, mental effort, and self-efficacy were included as dependent variables to explain possible effects mechanisms. The experiment included 118 undergraduate students with ICT experience from a Computer Science department in Greece. All subjects viewed three video tutorials on video editing software followed by practice. The participants achieved significant learning gains, reaching moderate to high levels of success on task performance. No cueing effect was found. The discussion proposes several alternatives for improving the effectiveness of video tutorials.

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“…Attention is guided in the virtual reality lab with a graphic object that does not contain any meaning but provides intuitive hints to highlight task information through visual elements or symbols (e.g., arrows, circles, or highlights) [13]. Using visual cues for attention guidance can force learners to move their eyes [14].…”

Section: Introductionmentioning

confidence: 99%

Examining the User Experience of a Digital Camera Virtual Reality Lab with Attention Guidance

Wen,

Ali,

2022

IJIET

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In recent years, virtual reality labs have been widely used in teaching. Virtual reality labs built by virtual reality technology have been applied in different disciplines. Many studies have also shown that virtual reality experiments can replace real experiments, and some even have better learning effects than real experiments. For current digital camera experiment courses in China, it is necessary to use virtual reality labs. Attention guidance is added to the design of experimental courses. However, questions arise about learners’ acceptance and experience of digital camera virtual reality labs. Another potential problem is learners’ acceptance and experience of labs after attentional guidance is added. Therefore, the purpose of this research is to design and develop a digital camera virtual reality lab and study various aspects of the user experience (UX). The User Experience Questionnaire (UEQ) was used to obtain students' responses after completing digital camera virtual reality experimental courses. The subjects were 30 college students (N = 30). Participants were divided into two groups. In the first group, 15 students participate in the test of the virtual reality lab with attention guidance, and in the other group, 15 students participate in the test of the virtual reality lab without attention guidance. From the results, it is concluded that the UX level of the digital camera virtual reality lab is promising and positive. The subjects were satisfied with the virtual reality lab with attention guidance and without attention guidance, though the subjects with attention guidance were more satisfied.

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How Much Cueing Is Needed in Instructional Animations? The Role of Prior Knowledge

Cited by 16 publications

References 60 publications

Coordinating visual and auditory cueing in multimedia learning.

Coordinating visual and auditory cueing in multimedia learning.

Optimizing Video Tutorials for Software Training Through Cueing

Examining the User Experience of a Digital Camera Virtual Reality Lab with Attention Guidance

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