Effects of Cueing by a Pedagogical Agent in an Instructional Animation: A Cognitive Load Approach

Autor/inn/en	Yung, Hsin I.; Paas, Fred
Titel	Effects of Cueing by a Pedagogical Agent in an Instructional Animation: A Cognitive Load Approach
Quelle	In: Educational Technology & Society, 18 (2015) 3, S.153-160 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Animation; Cues; Instructional Innovation; Information Literacy; Information Skills; Information Sources; Experimental Groups; Control Groups; Cognitive Processes; Difficulty Level; Computer Assisted Instruction; Metabolism; Human Body; Multiple Choice Tests; Achievement Tests; Cognitive Tests; Instructional Effectiveness; Achievement Gains; Foreign Countries; Grade 7; Taiwan + Suchen Sie Ihr Suchwort? Stichwort; Educational Innovation; Bildungsinnovation; Informationskompetenz; Orientierungswissen; Information source; Informationsquelle; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Computer based training; Computerunterstützter Unterricht; Stoffwechsel; Menschlicher Körper; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Ausland; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	This study investigated the effects of a pedagogical agent that cued relevant information in a story-based instructional animation on the cardiovascular system. Based on cognitive load theory, it was expected that the experimental condition with the pedagogical agent would facilitate students to distinguish between relevant and irrelevant information, and therefore lead to higher learning outcomes and lower cognitive load than the control condition without a pedagogical agent. Based on 133 seventh-grade students as participants, the results confirmed the hypotheses, indicating that the pedagogical agent had a more positive effect on learning outcomes and resulted in a more favorable relationship between learning outcomes and cognitive load. The results are discussed in terms of theoretical and practical implications for designing instructional animation. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01