ERIC Number: EJ780050
Record Type: Journal
Publication Date: 2007-Dec
Pages: 13
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1743-9884
EISSN: N/A
The Effect of Different Chunking Strategies in Complementing Animated Instruction
Munyofu, Mine; Swain, William J.; Ausman, Bradley D.; Lin, Huifen; Kidwai, Khusro; Dwyer, Francis
Learning, Media and Technology, v32 n4 p407-419 Dec 2007
The purpose of this exploratory and small-scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty-five students were randomly assigned to three treatment groups: animated program instruction, simple visual-text (static images and verbal explanation) chunked animated program instruction and the animated complex visual-text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web-based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes. (Contains 3 figures and 1 table.)
Descriptors: Computer Assisted Instruction, Learning Strategies, Animation, Teaching Methods, Memory, Instructional Effectiveness, Recall (Psychology)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A