This study investigated how to teach perceptual tasks, that is, classifying fish locomotion, through eye movement modeling examples (EMME). EMME consisted of a replay of eye movements of a didactically behaving domain expert (model), which had been recorded while he executed the task, superimposed onto the video stimulus. Seventy-five students…

Two studies investigated the effectiveness of dynamic and static visualizations for a perceptual learning task (locomotion pattern classification). In Study 1, seventy-five students viewed either dynamic, static-sequential, or static-simultaneous visualizations. For tasks of intermediate difficulty, dynamic visualizations led to better…

The study examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students (N = 147) viewed pictures on the development of tornados, which were accompanied by either spoken or written explanations presented simultaneously with, before, or after the…

Tasks with a complex, dynamic visual component require not only the acquisition of conceptual/procedural but also of perceptual/attentional skills. This study examined expertise differences in perceiving and interpreting complex, dynamic visual stimuli on a performance and on a process level, including perceptual and conceptual strategies.…

Two experiments are reported that investigated the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis). In Experiment 1, 37 university students watched either realistic or schematic visualizations. Students' subjective task demands ratings as well as…

Against the background of an adaptation of Cognitive Load Theory to learner-controlled settings we investigated the impact of learner characteristics on information utilization strategies, cognitive load, and learning outcomes in a hypermedia environment. Based on the data of 79 students, five clusters of students were identified according to…

In two experiments we explored how learning from traditional molar worked-out examples--focusing on problem categories and their associated overall solution procedures--as well as from more efficient modular worked-out examples--where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution…