The Effect of Different Chunking Strategies in Complementing Animated Instruction

Autor/inn/en	Munyofu, Mine; Swain, William J.; Ausman, Bradley D.; Lin, Huifen; Kidwai, Khusro; Dwyer, Francis
Titel	The Effect of Different Chunking Strategies in Complementing Animated Instruction
Quelle	In: Learning, Media and Technology, 32 (2007) 4, S.407-419 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
Schlagwörter	Computer Assisted Instruction; Learning Strategies; Animation; Teaching Methods; Memory; Instructional Effectiveness; Recall (Psychology) + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Gedächtnis; Unterrichtserfolg; Abberufung
Abstract	The purpose of this exploratory and small-scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty-five students were randomly assigned to three treatment groups: animated program instruction, simple visual-text (static images and verbal explanation) chunked animated program instruction and the animated complex visual-text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web-based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes. (Contains 3 figures and 1 table.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10