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Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects
ARTICLE

, , Department of Educational Psychology and Counseling, Taiwan ; , School of Education, Australia

Computers & Education Volume 88, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Computer simulations were used to teach students basic concepts associated with correlation. Half of the students were presented information in a sequential series of single frames in which each frame replaced the preceding frame while the other half were presented the information in simultaneous multiple frames in which each frame was added to the previous frames without replacement. It was hypothesized that if the isolated elements effect occurs, the single-frame condition should be superior. Alternatively, if the transient information effect dominates, the multiple-frame condition should be superior. Results confirmed the superiority of the single-frame presentation. Eye-tracking indicated that participants who learned with single frames paid more attention to the important representations than participants who learned with multiple frames.

Citation

Lin, Y.C., Liu, T.C. & Sweller, J. (2015). Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects. Computers & Education, 88(1), 280-291. Elsevier Ltd. Retrieved October 21, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2015.06.001

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