Literaturnachweis - Detailanzeige
| Autor/inn/en | Hoffler, Tim N.; Schwartz, Ruth N. |
|---|---|
| Titel | Effects of Pacing and Cognitive Style across Dynamic and Non-Dynamic Representations |
| Quelle | In: Computers & Education, 57 (2011) 2, S.1716-1726 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0360-1315 |
| DOI | 10.1016/j.compedu.2011.03.012 |
| Schlagwörter | Cognitive Style; Pacing; Computer Assisted Instruction; Interaction; Learner Controlled Instruction; Cognitive Processes; Difficulty Level; Correlation; Instructional Effectiveness; Animation; Multimedia Instruction; Instructional Design; Predictor Variables; Comparative Analysis |
| Abstract | The effects of self-pacing versus system-pacing were examined in different versions of a computer-based learning environment (static pictures/animations). The role of cognitive style was also considered. While the variables investigated did not have a direct impact on either learning outcome or cognitive load, significant interaction effects were found. Concerning the difference between self- and system-pacing, results suggested that for animations, self-pacing was--as expected--effective, while for static pictures, the opposite was true. With respect to the difference between animations and static pictures, analyses showed that learners tending toward a visual cognitive style learned significantly better with animations than with static pictures. For learners tending toward a verbal style, learning outcomes were descriptively better with static pictures, although in that case the difference between animations and static pictures did not reach significance. The results indicate that self-pacing as a feature of learning environments is not universally advantageous, and highlight the importance of considering the role of individual learning differences such as cognitive style when choosing or developing computer-based learning environments. The findings are discussed considering contemporary theories of cognitive load and multimedia learning. (Contains 3 tables and 4 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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