The Effects of Attention Cueing on Visualizers' Multimedia Learning

Autor/in	Yang, Hui-Yu
Titel	The Effects of Attention Cueing on Visualizers' Multimedia Learning
Quelle	In: Educational Technology & Society, 19 (2016) 1, S.249-262 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Attention; Cues; Visualization; Multimedia Instruction; Cognitive Processes; Difficulty Level; Preferences; Human Body; Cognitive Style; Scores; Hypothesis Testing; Concept Formation; Comprehension; Statistical Analysis; Undergraduate Students; Retention (Psychology); Recall (Psychology); Questionnaires; China + Suchen Sie Ihr Suchwort? Ausland; Aufmerksamkeit; Stichwort; Visualisation; Visualisierung; Multimediales Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Menschlicher Körper; Cognitive styles; Kognitiver Stil; Hypothesenprüfung; Hypothesentest; Concept learning; Begriffsbildung; Verstehen; Verständnis; Statistische Analyse; Merkfähigkeit; Abberufung; Fragebogen
Abstract	The present study examines how various types of attention cueing and cognitive preference affect learners' comprehension of a cardiovascular system and cognitive load. EFL learners were randomly assigned to one of four conditions: non-signal, static-blood-signal, static-blood-static-arrow-signal, and animation-signal. The results indicated that attention cueing yielded similar performance but helped reduce the learners' mental load. No interaction effects between cognitive style and the experimental conditions on the learners' total score and cognitive load were observed. Both high- and low-visualizers benefited equally well from attention cueing. However, an interaction effect in one subtest was observed indicating that attention cueing can result in learning interference among high-visualizers. Contrary to the hypothesis, the presence of attention cueing did not optimize conceptual understanding. (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