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Effects of Modality and Learner Control on Instructional Efficiency in Multimedia Learning Using Animated Demonstration: A Preliminary Study
PROCEEDINGS

, Center for General Education, National Taichung University of Education, Taiwan ; , Department of Education, National Taichung University of Education, Taiwan

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to investigate the effects of different levels of leaner control and presentation modality on instructional efficiency in learning computer-based tasks using interactive animated demonstration (AD). Instructional efficiency was a combined effect of perceived cognitive load and test performance. A total of 224 college students were randomly assigned in equal numbers (N = 28) to one of the eight conditions in a 4 x 2 factorial design with different levels of learner control (system-paced vs. segmented with a continue button vs. not-segmented with a pause/continue button + a slider bar vs. segmented with a navigational menu + a pause/continue button + a slider bar) and modality (narrated AD vs. captioned AD) as the between-subjects factors. This is a work-in-progress project and is now under the data analysis. The results will offer suggestions as follows: (a) to determine the relative effectiveness of different levels of learner control to students of differ

Citation

Chen, C.Y. & Yang, Y.H. (2015). Effects of Modality and Learner Control on Instructional Efficiency in Multimedia Learning Using Animated Demonstration: A Preliminary Study. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2255-2260). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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