The Nurnberg funnel: designing minimalist instruction for practical computer skill
The Nurnberg funnel: designing minimalist instruction for practical computer skill
Multimedia help: a prototype and an experiment
CHI '92 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Rethinking the evaluation of algorithm animations as learning aids: an observational study
International Journal of Human-Computer Studies
International Journal of Human-Computer Studies - Special issue: Interactive graphical communication
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On-screen videos are a potentially powerful learning tool. However, their success depends on their instructional design. Videos allow the real-time demonstration of solution procedures and can yield fast and effective learning. Nonetheless, learning outcomes often cannot be maintained in the medium term. In order to foster deep and meaningful processing and thereby foster sustainable learning, the single actions of the solution process were segmented into small steps using labels (labeling) to indicate the learning content and/or an interactive push button (pacing) emphasizing the key feature of each step. 101 university students took part in this study. They examined an unknown computer application with on-screen videos. The results showed a clear advantage of videos with respect to declarative and procedural knowledge in comparison to a standard introduction of the computer application. Videos with labeling and without pacing supported the acquisition of declarative knowledge, whereas videos with pacing improved procedural knowledge.