Effects of pacing and cognitive style across dynamic and non-dynamic representations

  • Authors:

  • Tim N. Höffler;Ruth N. Schwartz

  • Affiliations:

  • IPN - Leibniz-Institute for Science and Mathematics Education at the University of Kiel, Postfach, D-24098 Kiel, Germany;CREATE - Consortium for Research and Evaluation of Advanced Technologies in Education, New York University, 239 Greene St. Suite 300, New York, NY 10003, USA

  • Venue:
  • Computers & Education
  • Year:
  • 2011

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Abstract

The effects of self-pacing versus system-pacing were examined in different versions of a computer-based learning environment (static pictures/animations). The role of cognitive style was also considered. While the variables investigated did not have a direct impact on either learning outcome or cognitive load, significant interaction effects were found. Concerning the difference between self- and system-pacing, results suggested that for animations, self-pacing was - as expected - effective, while for static pictures, the opposite was true. With respect to the difference between animations and static pictures, analyses showed that learners tending toward a visual cognitive style learned significantly better with animations than with static pictures. For learners tending toward a verbal style, learning outcomes were descriptively better with static pictures, although in that case the difference between animations and static pictures did not reach significance. The results indicate that self-pacing as a feature of learning environments is not universally advantageous, and highlight the importance of considering the role of individual learning differences such as cognitive style when choosing or developing computer-based learning environments. The findings are discussed considering contemporary theories of cognitive load and multimedia learning.