Learner control, cognitive load and instructional animation Hasler, Beatrice en_US Kersten, B en_US Sweller, John en_US 2021-11-25T17:02:23Z 2021-11-25T17:02:23Z 2007 en_US
dc.description.abstract In order to investigate the influence of learner-controlled pacing in educational animation on instructional efficiency, three versions of an audio-visual computer animation and a narration-only presentation were used to teach primary school students the determinants of day and night. The animations were either system-paced using a continuous animation, learner-paced using discrete segments or learner paced using stop and play buttons. The two learner-paced groups showed higher test performance with relatively lower cognitive load compared to the two system-paced groups, despite the fact that the stop and play buttons were rarely used. The significant group differences regarding test performance were obtained only for more difficult, high element interactivity questions but not for low element interactivity questions. en_US
dc.identifier.issn 0888-4080 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Learner control, cognitive load and instructional animation en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.identifier.doiPublisher en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Applied Cognitive Psychology en_US
unsw.relation.ispartofpagefrompageto 713-729 en_US
unsw.relation.ispartofvolume 21 en_US
unsw.relation.originalPublicationAffiliation Hasler, Beatrice en_US
unsw.relation.originalPublicationAffiliation Kersten, B en_US
unsw.relation.originalPublicationAffiliation Sweller, John, Education, Faculty of Arts & Social Sciences, UNSW en_US School of Education *
Resource type