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ERIC Number: EJ1087124
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: EISSN-1436-4522
The Effects of Attention Cueing on Visualizers' Multimedia Learning
Yang, Hui-Yu
Educational Technology & Society, v19 n1 p249-262 2016
The present study examines how various types of attention cueing and cognitive preference affect learners' comprehension of a cardiovascular system and cognitive load. EFL learners were randomly assigned to one of four conditions: non-signal, static-blood-signal, static-blood-static-arrow-signal, and animation-signal. The results indicated that attention cueing yielded similar performance but helped reduce the learners' mental load. No interaction effects between cognitive style and the experimental conditions on the learners' total score and cognitive load were observed. Both high- and low-visualizers benefited equally well from attention cueing. However, an interaction effect in one subtest was observed indicating that attention cueing can result in learning interference among high-visualizers. Contrary to the hypothesis, the presence of attention cueing did not optimize conceptual understanding.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China