International Journal of Human-Computer Studies - Special issue: Interactive graphical communication
Instructing And Testing Advanced Learners: A Cognitive Load Approach
Instructing And Testing Advanced Learners: A Cognitive Load Approach
Using audio to support animated route information in a hospital touch-screen kiosk
Computers in Human Behavior
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
An expertise reversal effect of segmentation in learning from animated worked-out examples
Computers in Human Behavior
Tacit guidance for collaborative multimedia learning
Computers in Human Behavior
Effects of pacing and cognitive style across dynamic and non-dynamic representations
Computers & Education
Instructional animations: more complex to learn from than at first sight?
INTERACT'11 Proceedings of the 13th IFIP TC 13 international conference on Human-computer interaction - Volume Part IV
Review: A systematic characterisation of expository animations
Computers in Human Behavior
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This paper investigates the relationship between instructional effectiveness of animated vs. static diagrams and levels of learner expertise in the task domain of transforming graphs of simple linear and quadratic functions. It was demonstrated on many occasions that instructional formats that are effective for low-knowledge learners could be ineffective, or even deleterious, for high-knowledge learners, and vice versa (the expertise reversal effect). The levels of learner (university students) expertise in this study were measured using an online rapid diagnostic method, a rapid verification technique, that involves presenting learners with a series of possible solution steps reflecting various stages of the solution procedure and asking them to rapidly verify the suggested steps. The results indicated a significant interaction between levels of learner expertise and instructional formats. Novice learners benefited more from static diagrams than from animated diagrams, while more knowledgeable learners benefited more from animated rather than static diagrams. A theoretical explanation of the effect is suggested within the framework of cognitive load theory.