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Learning about the Genetic Fingerprint with Dynamic and Static Multimedia Instructions. When an E-Script is Sufficient!
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, , University of Regensburg, Germany

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

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 genetic fingerprint in eight segments: A video instruction allowed the learners to start a subsequent segment by choice, an on-screen script was created by extracting 14 key frames from the video and transcribing the narration. There were no effects on mental effort ratings as well as retention, procedural knowledge, and transfer performance. In average, the video was studied 5:20 min. longer than the script (10:52 min.). It was shown that a learner-paced segmented video could be transformed to a non-dynamic on-screen script without learning disruption. This is mainly attributed to the video showing only a few important key frames in respect of declarative knowledge construction, and more freedom to regulate learning with the on-screen script.

Citation

Stiller, K. & Zinnbauer, P. (2011). Learning about the Genetic Fingerprint with Dynamic and Static Multimedia Instructions. When an E-Script is Sufficient!. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1209-1218). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved July 21, 2019 from .

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