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Title:
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INVESTIGATING MEANS TO REDUCE COGNITIVE LOAD FROM ANIMATIONS |
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Author(s):
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S. Guttormsen Schär , P. G. Zimmermann |
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ISBN:
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972-8924-22-4 |
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Editors:
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Kinshuk, Demetrios G Sampson, J. Michael Spector and Pedro Isaías |
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Year:
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2006 |
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Edition:
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Single |
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Keywords:
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Animation, Cognitive Load, Knowledge Categories, Learning Content, Learning Performance |
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Type:
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Full Paper |
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First Page:
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223 |
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Last Page:
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242 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This paper reports the theoretical rationale and results of an experiment designed to investigate the relationship between the didactical setting and learning effects with animations. We compared three different multimedia settings. Particularly we investigated whether individual animation flow-control adequately provided didactical means to reduce the cognitive load imposed by animations. We did not find an effect of individual flow control, probably due to the fact that the students did not actively use this feature to take more control over the presentation. Further, by applying differentiated knowledge measures, we investigated if the characteristics of the acquired knowledge were related to the characteristics of the multimedia presentation. We found that media does not influence knowledge acquisition homogeneously. The multimedia effects found in this study are in line with known principles of didactical multimedia design. This study sheds light on some theoretical aspects involved in the complex interaction between learning content, presentation, learning and resulting knowledge. |
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