How Much Cueing Is Needed in Instructional Animations? The Role of Prior Knowledge

Autor/inn/en	Arslan-Ari, Ismahan; Crooks, Steven M.; Ari, Fatih
Titel	How Much Cueing Is Needed in Instructional Animations? The Role of Prior Knowledge
Quelle	In: Journal of Science Education and Technology, 29 (2020) 5, S.666-676 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan-Ari, Ismahan) ORCID (Ari, Fatih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-020-09845-5
Schlagwörter	Cues; Animation; Prior Learning; Retention (Psychology); Transfer of Training; Cognitive Processes; Difficulty Level; Instructional Effectiveness; Botany; Undergraduate Students + Suchen Sie Ihr Suchwort? Stichwort; Vorkenntnisse; Merkfähigkeit; Training; Transfer; Ausbildung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Unterrichtserfolg; Botanik
Abstract	This study explored the effects of prior knowledge and cueing on the learning (retention, transfer, and matching) and mental effort of learners who studied an instructional animation with accompanying narration about photosynthesis. A 4 × 2 between-subjects factorial design with four levels of cueing (no cueing, label cueing, picture cueing, and label and picture cueing) and two levels of prior knowledge (low vs. high) was used. A total of 216 undergraduate students from various majors in a large Southwestern university volunteered to participate in this study. The results revealed no significant effect of cueing on learning or mental effort. However, high prior knowledge learners outperformed low prior knowledge learners on a retention test and reported investing more mental effort than low prior knowledge learners. Although it was not significant, high prior knowledge learners had higher transfer and matching scores when no cues were provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01