Effects of Visual Cues and Self-Explanation Prompts: Empirical Evidence in a Multimedia Environment

Autor/inn/en	Lin, Lijia; Atkinson, Robert K.; Savenye, Wilhelmina C.; Nelson, Brian C.
Titel	Effects of Visual Cues and Self-Explanation Prompts: Empirical Evidence in a Multimedia Environment
Quelle	In: Interactive Learning Environments, 24 (2016) 4, S.799-813 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2014.924531
Schlagwörter	Cues; Outcomes of Education; Multimedia Instruction; Cognitive Ability; Computer Assisted Instruction; Physiology; Scores; Learning Motivation; Animation; Teaching Methods; Undergraduate Students; Pretests Posttests; Knowledge Level; Statistical Analysis; Correlation; Multivariate Analysis; Factor Analysis; Structural Equation Models + Suchen Sie Ihr Suchwort? Stichwort; Lernleistung; Schulerfolg; Multimediales Lernen; Denkfähigkeit; Computer based training; Computerunterstützter Unterricht; Physiologie; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Statistische Analyse; Korrelation; Multivariate Analyse; Faktorenanalyse
Abstract	The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six conditions in a 2 × 3 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations, and (b) cognitive load and intrinsic motivation had different impacts on learning outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01