Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects

Lin, Yi-Chun; Liu, Tzu-Chien; Sweller, John

doi:10.1016/j.compedu.2015.06.001

Cited by 13 publications

(13 citation statements)

References 28 publications

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“…Tying the positions of system pauses to high element interactivity parts of dynamic multimedia presentations could potentially alleviate cognitive overload associated with such maintenance, search-and-match and mental integration activities. The rationale for system pauses positioned before complex (high element interactivity) sections could be related to the isolated-interacting elements effect in cognitive load theory (Chen et al, 2017;Lin et al, 2015;Pollock et al, 2002;Sweller, 2010). Isolated-interacting elements effect occurs when presenting individual elements (without connections to other elements) in the first phase of instruction followed by presenting all the interacting elements together in the second phase, which results in more efficient learning than presenting fully interacting elements in both phases of instruction (Chen et al, 2017;Lin et al, 2015;Pollock et al, 2002;Sweller, 2010).…”

Section: Rationales For Complexity-determined System Pausingmentioning

confidence: 99%

“…The rationale for system pauses positioned before complex (high element interactivity) sections could be related to the isolated-interacting elements effect in cognitive load theory (Chen et al, 2017;Lin et al, 2015;Pollock et al, 2002;Sweller, 2010). Isolated-interacting elements effect occurs when presenting individual elements (without connections to other elements) in the first phase of instruction followed by presenting all the interacting elements together in the second phase, which results in more efficient learning than presenting fully interacting elements in both phases of instruction (Chen et al, 2017;Lin et al, 2015;Pollock et al, 2002;Sweller, 2010). This principle has been recently applied to avoid cognitive overload from high levels of element interactivity in e-learning environments (e.g., a simulation-assisted learning environment in Lin et al, 2015).…”

Section: Rationales For Complexity-determined System Pausingmentioning

confidence: 99%

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Effects of complexity-determined system pausing on learning from multimedia presentations

Liu

Lin

Kalyuga

2021

AJET

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System pausing at pre-determined positions during multimedia presentations can enhance multimedia learning. However, the pause positions are usually set up based on the structure of the learning material (e.g., segmentation principle) rather than on the complexity of its different sections (as determined by levels of element interactivity, according to cognitive load theory). This study investigated the effectiveness of complexity-determined system pauses positioned either before or after complex (high element interactivity) sections of a slideshow multimedia presentation. The study adopted a single-factor between-subjects design and randomly assigned 128 undergraduates to four experimental conditions, namely (1) pausing before high element interactivity, (2) pausing after high element interactivity, (3) learner pausing and (4) no pausing. The research results revealed that complexity-determined system pausing approaches and learner pausing resulted in better test performance and instructional efficiency than the continuous presentation without pausing. The findings suggest that pauses allow students more time to deal with learning contents with high element interactivity, thus reducing potential cognitive overload and resulting in better performance compared with continuous presentation. However, no significant difference was found between the two types of system pausing and learner pausing in all measures.

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Section: Rationales For Complexity-determined System Pausingmentioning

confidence: 99%

Section: Rationales For Complexity-determined System Pausingmentioning

confidence: 99%

Effects of complexity-determined system pausing on learning from multimedia presentations

Liu

Lin

Kalyuga

2021

AJET

Self Cite

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“…Simulation has been widely used in different educational fields (eg, Chen et al ., 2011; Lin et al ., 2015; Liu et al ., 2010). In addition, there are more and more types of simulation used in formal (eg, classroom) or informal education (eg museum).…”

Section: Discussionmentioning

confidence: 99%

“…Different from the traditional perspective of CLT, Spiro and DeSchryver (2009) reconceptualized CLT and they claimed that people need to learn how to deal with complex and ill‐structured material rather than simplifying it. In recent years, many studies have tried to optimize advanced learning technologies in terms of CLT, such as the use of Quick Response (QR) code (eg, Gao, Liu, & Paas, 2016), mobile learning (eg, Liu, Lin, & Paas, 2019), digital dictionary assisted language learning (eg, Liu, Fan, & Paas, 2014), electronic slideshow assisted lecturing (eg, Liu, Lin, Gao, Yeh, & Kalyuga, 2015) and computer simulations (eg, Lin, Liu, & Sweller, 2015). CLT is based on Baddeley’s working memory model (eg, 1992), which holds that the working memory system is composed of a central executive and two different subsystems for the storage of visual and auditory information, respectively, the visuospatial sketchpad and the phonological loop.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Compared to learning with other multimedia, learners need to invest a lot of effort in manipulations in simulation assisted learning environments (Lin et al ., 2015; Liu et al ., 2010). Due to the transient nature of spoken text (Leahy & Sweller, 2011, 2016), when the learning guidance was presented with spoken text and learners were not allowed to pause and revisit the contents, they needed to simultaneously focus on listening to the learning guidance and manipulating the simulations.…”

Section: Literature Reviewmentioning

confidence: 99%

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Learning from animations and computer simulations: Modality and reverse modality effects

Liu¹,

Lin²,

Hsu³

et al. 2020

Brit J Educational Tech

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Although a modality effect indicating better learning from an animation with spoken learning guidance than from an animation with written learning guidance has often been found in research on learning from animation, the effect has hardly been investigated for learning from computer simulation. This study examined the interaction effects between the multimedia types of animation and computer simulation, and the presentation modes of written and spoken learning guidance. Based on cognitive load theory and the specific characteristics of the multimedia types it was hypothesized that a modality effect would be replicated in the animation condition and a reverse modality effect would be found in the simulation condition. Results partially supported the hypotheses, indicating that participants learned more from animation when it was accompanied with spoken text, and from a simulation when it was accompanied with written text. However, no effect was found for cognitive load. Based on the results, spoken text is recommended to be used to guide learners in animations assisted learning environments, and written text is recommended to be used to guide learners in simulations assisted learning environments. What is already known about this topic Animation and computer simulation have been widely used in different learning fields. Modality effect means that students learn more from graphical representations when they are accompanied with spoken text instead of written text. The modality effect has been verified in different learning environments. What this paper adds Examined the interaction effects between the multimedia types of animation and computer simulation, and the presentation modes of written and spoken text in a learning guide. Provided recommendations for designing the leaning guide of animation and simulation based on cognitive load theory. Implications for practice and/or policy Modality effect was verified in animation, and thus, spoken text is more suitable for learning from animation. Reversed modality effect was found in simulation condition, and thus, written text is more suitable for learning from simulation.

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The mediating role of instructional design and video length between grade level and pupil-content interaction in instructional mathematics videos on YouTube

Demir

Birgili

2023

Educ Inf Technol

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Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects

Cited by 13 publications

References 28 publications

Effects of complexity-determined system pausing on learning from multimedia presentations

Effects of complexity-determined system pausing on learning from multimedia presentations

Learning from animations and computer simulations: Modality and reverse modality effects

The mediating role of instructional design and video length between grade level and pupil-content interaction in instructional mathematics videos on YouTube

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