Educational Psychology Review Volume 21, Number 2, ISSN 1040-726X
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.
de Koning, B.B., Tabbers, H.K., Rikers, R.M.J.P. & Paas, F. (2009). Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design. Educational Psychology Review, 21(2), 113-140.
Verbal redundancy in a procedural animation: On-screen labels improve retention but not behavioral performance
Bjorn B. de Koning, Department of Psychology, Education, and Child Studies; Charlotte M.J. van Hooijdonk & Luuk Lagerwerf, Department of Language, Literature, and Communication
Computers & Education Vol. 107, No. 1 (April 2017) pp. 45–53
The Influence of Predefined and Interactive Highlights on Attention Guidance During Learning from Animation – An Eye Tracking Comparison
Fabian Link & Rolf Ploetzner, University of Education, Institute of Media in Education, Germany
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 632–637
David Wolf & Sten Isachsen, Schenectady County Community College, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 494–498
Multimedia Presentations of Mitosis: An Examination of Split-Attention, Modality, Redundancy, and Cueing
Michelle Cook & Ryan Visser, Clemson University, United States
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 145–162
Should Multimedia Instruction be Easier to Understand? Implications of Animation Induced Illusion of Understanding
Eugene Paik, none, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 748–751
Rob McTavish, Simon Fraser University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 293–303
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