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Guided Self-Management of Transient Information in Animations through Pacing and Sequencing Strategies
ARTICLE

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Educational Technology Research and Development Volume 61, Number 1, ISSN 1042-1629

Abstract

Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful self-management of transient information. The effectiveness of a timeline scrollbar that allowed self-pacing and self-sequencing of animations was compared with computer-controlled animations. Experiment 1 demonstrated that a timeline scrollbar (with instructional advice on its strategic use) enhanced the retention of stroke sequences in writing Chinese characters. In Experiment 2, a timeline scrollbar was used in an integrated set of narrated animations dealing with complex scientific information. Retention and comprehension post-tests indicated that although a scrollbar accompanied by instructional advice in its use assisted novice learners, no such effect was found with participants who possessed higher levels of prior knowledge. The findings have implications for the formulation of criteria for the effective incorporation of learner control into the design of instructional animations.

Citation

Hatsidimitris, G. & Kalyuga, S. (2013). Guided Self-Management of Transient Information in Animations through Pacing and Sequencing Strategies. Educational Technology Research and Development, 61(1), 91-105. Retrieved March 19, 2024 from .

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Cited By

View References & Citations Map
  • Computer Animation in Instructional Design

    Kelley McCauley, University of North Texas, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2185–2190

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