International Journal of Human-Computer Studies - Special issue: Interactive graphical communication
Top-down and bottom-up influences on learning from animations
International Journal of Human-Computer Studies
The influence of text modality on learning with static and dynamic visualizations
Computers in Human Behavior
An expertise reversal effect of segmentation in learning from animated worked-out examples
Computers in Human Behavior
Attention cueing in an instructional animation: The role of presentation speed
Computers in Human Behavior
The influence of text modality on learning with static and dynamic visualizations
Computers in Human Behavior
An expertise reversal effect of segmentation in learning from animated worked-out examples
Computers in Human Behavior
Contemporary cognitive load theory research: The good, the bad and the ugly
Computers in Human Behavior
Review: A systematic characterisation of expository animations
Computers in Human Behavior
Dynamic diagrams: a composition alternative
Diagrams'12 Proceedings of the 7th international conference on Diagrammatic Representation and Inference
Annotations in captioned animation: Effects on vocabulary learning and listening skills
Computers & Education
An eye-tracking study of cueing effects in multimedia learning
Computers in Human Behavior
| Hi-index | 0.00 |
To be effective, instructional animations should avoid causing high extraneous cognitive load imposed by the high attentional requirements of selecting and processing relevant elements. In accordance with the attention-guiding principle (Betrancourt, 2005), a study was carried out concerning the impact of cueing on cognitive load and comprehension of animations which depicted a dynamic process in a neurobiology domain. Cueing consisted of zooming in important information at each step of the process. Thirty-six undergraduate psychology students were exposed to an animation three times. Half of the participants received an animation without cueing while the other half received the same animation with cueing. Measures of cognitive load and comprehension performance (questions on isolated elements and on high-element interactivity material) were administered twice, after one and three exposures to the animation. The analyses revealed two main results. First, extraneous cognitive load was reduced by cueing after three exposures. Second, retention of the isolated elements was improved in both animation groups, whereas comprehension of high-element interactive material (i.e., the causal relations between elements) increased only in the cueing condition. Furthermore, a problem solving task showed that cueing supported the development of a more elaborate mental model.