Is Too Much Help an Obstacle? Effects of Interactivity and Cognitive Style on Learning with Dynamic versus Non-Dynamic Visualizations with Narrative Explanations

Autor/inn/en	Koc-Januchta, Marta M.; Höffler, Tim N.; Prechtl, Helmut; Leutner, Detlev
Titel	Is Too Much Help an Obstacle? Effects of Interactivity and Cognitive Style on Learning with Dynamic versus Non-Dynamic Visualizations with Narrative Explanations
Quelle	In: Educational Technology Research and Development, 68 (2020) 6, S.2971-2990 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koc-Januchta, Marta M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-020-09822-0
Schlagwörter	Cognitive Style; Interaction; Visualization; Multimedia Instruction; Biology; Botany; Computer Assisted Instruction; Animation; Individualized Instruction; Pacing; Instructional Effectiveness; Learning Processes; Visual Learning; Verbal Learning + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Interaktion; Visualisation; Visualisierung; Multimediales Lernen; Biologie; Botanik; Computer based training; Computerunterstützter Unterricht; Individualisierender Unterricht; Lerntempo; Unterrichtserfolg; Learning process; Lernprozess; Visual education; Visuelles Lernen; Verbales Lernen
Abstract	The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were randomly assigned to one of two conditions: with or without the possibility to pause, to play, or to fast-forward/rewind the learning environment (self-paced versus system-paced condition). Participants obtained better results when learning with the system-paced environment than with the self-paced one. A significant triple interaction between cognitive style, type of pacing, and type of visualization showed that highly developed visualizers learned poorer with self-paced static pictures than with system-paced static pictures. There were no significant effects regarding verbal cognitive style. Results shed more light on the relation between different levels of interactivity and visual cognitive style, when learning from static pictures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01