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Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation
of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely
intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding
the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied
cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1)
making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements
as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented. 相似文献
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In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
相似文献
| Pascal W. M. Van GervenEmail: |
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In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive
processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential
skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover,
we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact
with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive
processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners
to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection,
and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized
task selection with part-task practice helps learners to interactively automate schemas. 相似文献
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The interactivity principle in multimedia learning states that giving learners control over pace and order of instructions decreases cognitive load and
increases transfer performance. We tested this guideline by comparing a learner-paced instruction with a system-paced instruction.
Time-on-task and interactive behavior were logged, and were also related to interest, prior knowledge, and cognitive involvement.
We successfully replicated the interactivity principle in terms of better transfer. However, this coincided with a large increase
in time-on-task. Also, large individual differences existed in the use of learner control options, which were mostly unrelated
to the other variables. Thus, the benefits of introducing learner control in multimedia learning are at the expense of learning
efficiency, and it remains unclear for whom the interactivity principle works best. 相似文献
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Nederhand Marloes L. Tabbers Huib K. De Bruin Anique B.H. Rikers Remy M. J. P. 《Metacognition and Learning》2021,16(1):1-14
Metacognition and Learning - When compared to high performers, low performers generally have more difficulty to accurately estimate their own performance. This has been explained by low performers... 相似文献
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Björn B. de Koning Huib K. Tabbers Remy M.J.P. Rikers Fred Paas 《Learning and Instruction》2010,20(2):111-122
To examine how visual attentional resources are allocated when learning from a complex animation about the cardiovascular system, eye movements were registered in the absence and presence of visual cues. Cognitive processing was assessed using cued retrospective reporting, whereas comprehension and transfer tests measured the quality of the constructed representation. Within the framework of Cognitive Load Theory, visual cues highlighting the subsystems of the heart were hypothesized to guide attention, reduce visual search and extraneous cognitive load, and enhance learning. As predicted, learners looked more often and longer at cued parts. However, we found no effects of cueing on visual search and cognitive load. With respect to cognitive processing, performance differences were found on the number of statements in the learners’ verbal reports. These findings suggest that visual cueing can guide attention in an animation, but other factors are also important in determining the effectiveness of visual cues on learning. 相似文献
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Nederhand Marloes L. Tabbers Huib K. Jongerling Joran Rikers Remy M. J. P. 《Metacognition and Learning》2020,15(3):291-317
Metacognition and Learning - Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their... 相似文献
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In the present study, we explored why interspersing quantitative details through a multimedia lesson detracts from learners’ qualitative understanding. Three experimental conditions were created. In each, participants had to study a qualitative text on the formation, propagation, and dispersion of ocean waves. In the concise condition no quantitative details were added to the text; in the expanded‐interspersed condition, quantitative details were interspersed throughout the text; and in the expanded‐after condition, quantitative details were provided after the text. The results showed that qualitative understanding was poorer in the expanded‐interspersed condition than in the concise and the expanded‐after conditions, with no difference between the latter two conditions. Furthermore, reading time of the qualitative text was comparable across the three conditions. By contrast, reading time of the quantitative information was lower in the expanded‐interspersed condition than in the expanded‐after condition. These findings are interpreted in terms of a disruption hypothesis. 相似文献
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Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design 总被引：1，自引：0，他引：1
Björn B. de Koning Huib K. Tabbers Remy M. J. P. Rikers Fred Paas 《Educational Psychology Review》2009,21(2):113-140
This paper examines the transferability of successful cueing approaches from text and static visualization research to animations.
Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing
are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions
for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues
explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in
animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes
improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding.
Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations.
Guidelines for future research on attention cueing in animations are presented. 相似文献
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