Attention cueing in an instructional animation: The role of presentation speed

Authors:
Björn B. de Koning;Huib K. Tabbers;Remy M. J. P. Rikers;Fred Paas
Affiliations:
Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands;Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands;Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands;Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands and Centre for Learning Sciences and Technologies, Open Universiteit in the Netherlands, The Netherlands
Venue:
Computers in Human Behavior
Year:
2011

Citing 2
Cited 8

Animation: can it facilitate?

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
The attention-guiding effect and cognitive load in the comprehension of animations

Computers in Human Behavior
Contemporary cognitive load theory research: The good, the bad and the ugly

Computers in Human Behavior
Editorial: Cognitive load theory and multimedia learning, task characteristics and learning engagement: The Current State of the Art

Computers in Human Behavior
Review: A systematic characterisation of expository animations

Computers in Human Behavior
Annotations in captioned animation: Effects on vocabulary learning and listening skills

Computers & Education
Design and evaluation of instructor-based and peer-oriented attention guidance functionalities in an open source anchored discussion system

Computers & Education
An eye-tracking study of cueing effects in multimedia learning

Computers in Human Behavior

Quantified Score

Hi-index	0.00

Visualization

Abstract

Research has shown that guiding learners' attention in animations by cueing does not necessarily improve conceptual understanding. This study investigated whether the number of elements that are presented per unit of time influences the effectiveness of cueing by showing a cued or an uncued animation about the cardiovascular system at a high or at a low speed. It was hypothesized that cueing would be most helpful for learning when the animation was shown at a high rather than at a low speed. Unexpectedly, students showed equal performances on comprehension and transfer tests irrespective of cueing and the animation's speed. However, the low speed groups invested more mental effort to obtain this performance than the high speed groups. The findings and their implications for the design of animations are discussed in terms of cognitive load theory.