Search results for author:"Klaus Stiller"
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University of Regensburg
Journal of Educational Multimedia and Hypermedia Vol. 28, No. 2 (April 2019) pp. 239–260
** Invited as a paper from EdMedia 2015 ** In three experiments, learners used computerized learning material, which consisted of static pictures and on-screen text relating to the physiology of vision in one of two formats. The formats differed in ...
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 59–68
In two experiments learners used computerized learning material which consisted of static pictures and on-screen text relating to the physiology of vision in one of two formats. The formats differed in method of access to text. It was hypothesized...
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 165–174
Learners often process pictures poorly when learning with text and pictures. Thus, fostering pictorial information processing might be advantageous. In an experiment, learners received computerized instructions that consisted of static pictures and...
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 373–383
We describe the concept and implementation of the online training course NiceDesign4SME as well as its evaluation. It is a contribution to the field of continuing vocational training on media design for employees from micro, small and medium-sized...
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 709–718
We describe the distance training “Media Pedagogy for Teachers” and its summative evaluation. The training was a contribution to the field of continuing vocational training on media pedagogy for teachers in the German federal state of Bavaria. The...
Learning about the Genetic Fingerprint with Dynamic and Static Multimedia Instructions. When an E-Script is Sufficient!
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 1209–1218
The superiority of dynamic over static visualizations and auditory over visual text accompanying them suggests a video instruction outperforming an on-screen script version thereof. Hence, 70 adults received two web-based instructions about the...
Does Segmentation of Complex Instructional Videos in Big Steps Foster Learning? The Segmentation Principle Applied to a Classroom Video.
Global Learn 2011 (Mar 28, 2011) pp. 2044–2053
When the flow of a narrated animation was adjusted to the learner’s information processing by segmentation and pacing facilities, learning was improved. It was rarely investigated whether effects persist when the segments are longer as well as in...
European Journal of Open, Distance and E-Learning Vol. 20, No. 1 (2017) pp. 80–94
High dropout rates are still a problem with online training. It is strongly suggested that learner characteristics influence the decision to persist in an online course or to drop out. The study explored the differences in domain-specific prior...
A kind of expertise reversal effect: Personalisation effect can depend on domain-specific prior knowledge
Australasian Journal of Educational Technology Vol. 26, No. 1 (Jan 01, 2010)
In instructional multimedia design, it is often recommended that text accompanying pictures be presented in a personalised style to promote learning. The superiority of personalised over formal text may be explained using social agency theory (Mayer,...
How pacing of multimedia instructions can influence modality effects: A case of superiority of visual texts
Australasian Journal of Educational Technology Vol. 25, No. 2 (Jan 01, 2009)
"Present text accompanying pictures aurally to promote learning" is a well established principle of instructional design. But recently, it was shown that under certain conditions visual texts can be preferable. Instructional pacing seems to be one...
Presentation time concerning system-paced multimedia instructions and the superiority of learner pacing
Australasian Journal of Educational Technology Vol. 27, No. 4 (Jan 01, 2011)
The superiority of learner-paced over system-paced instructions was demonstrated in multiple experiments. In these experiments, the system-paced presentations were highly speeded, causing cognitive overload, while the learner-paced instructions...