Evaluating animations as student aids in learning computer algorithms
Computers & Education
The interactivity effect in multimedia learning
Computers & Education
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
The influence of student characteristics on the use of adaptive e-learning material
Computers & Education
Proceedings of the 25ième conférence francophone on l'Interaction Homme-Machine
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The purposes of this study were to examine the effects of two types of interactive computer simulations and of prior knowledge levels on concept comprehension, cognitive load, and learning efficiency. Seventy-two 5th grade students were sampled from two elementary schools. They were divided into two groups (high and low) based on prior knowledge levels, and each group was divided into two treatment groups (a low-interactive simulation group and a high-interactive simulation group). The dependent variables were concept comprehension, cognitive load, and learning efficiency. The results showed that, for students with high prior knowledge levels, high-interactive simulations, rather than low-interactive simulations, resulted in significantly increased comprehension scores, decreased cognitive load scores, and higher learning efficiency. On the other hand, among students with low prior knowledge levels, the low-interactive simulation group did not demonstrate significantly increased comprehension scores, but they did show lower cognitive load scores and higher learning efficiency than the high-interactive simulation group.