Effects of WOE Presentation Types Used in Pre-Training on the Cognitive Load and Comprehension of Content in Animation-Based Learning Environments

Autor/inn/en	Jung, Jung,; Kim, Dongsik; Na, Chungsoo
Titel	Effects of WOE Presentation Types Used in Pre-Training on the Cognitive Load and Comprehension of Content in Animation-Based Learning Environments
Quelle	In: Educational Technology & Society, 19 (2016) 4, S.75-86 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Cognitive Processes; Difficulty Level; Delivery Systems; Animation; Demonstrations (Educational); Learning Activities; Intermode Differences; Training Methods; Task Analysis; Learning Experience; Multimedia Instruction; Educational Technology; Instructional Effectiveness; College Students; Foreign Countries; Likert Scales; South Korea + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Auslieferung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Lernaktivität; Didaktik; Trainingsmaßnahme; Aufgabenanalyse; Lernerfahrung; Multimediales Lernen; Unterrichtsmedien; Unterrichtserfolg; Collegestudent; Ausland; Likert-Skala; Korea; Republik
Abstract	This study investigated the effectiveness of various types of worked-out examples used in pre-training to optimize the cognitive load and enhance learners' comprehension of the content in an animation-based learning environment. An animation-based learning environment was developed specifically for this study. The participants were divided into four groups; each group was provided with a different type of WOE for pre-training: animation with narration; animation with concise narration; animation with narration and concise textual information; and animation with concise narration and verbal labels. After the pre-training phases, the participants' cognitive load was measured in three dimensions (intrinsic, extraneous, and germane cognitive loads), and their comprehension of the content was analyzed. Next, during the training phase, the participants were asked to carry out a complete task using animation accompanied by narration and concise textual information. After the training phase, the participants' cognitive load and comprehension of the content were analyzed again. The findings revealed that animation accompanied by concise narration and verbal labels was the most effective in controlling the cognitive load and enhancing the learning experience. (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