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ERIC Number: EJ1104614
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1049-4820
Cognitive Support for Learning Computer-Based Tasks Using Animated Demonstration
Chen, Chun-Ying
Interactive Learning Environments, v24 n4 p859-874 2016
This study investigated the influence of cognitive support for learning computer-based tasks using animated demonstration (AD) on instructional efficiency. Cognitive support included (1) segmentation and learner control introducing interactive devices that allow content sequencing through a navigational menu, and content pacing through stop and play buttons along with a slide bar for fast forward and rewind; (2) presentation modality and (3) a hybrid approach using a combined format of ADs with static graphics. Instructional efficiency was a combined effect of time-on-task during the learning phase and test performance. Time-on-task was included as a measurement to determine whether this would provide an alternative explanation for the benefits of learner control. Three learner-paced conditions with different types of cognitive support were developed, whereas a system-paced format, created without additional cognitive support, was used as a control condition. The learning task of this study was using graphic vector-based software Bezier tools to trace a cartoon. The results tended to suggest that the combination of different types of cognitive support (i.e. presenting the accompanying explanations as written captions to the learner-paced AD in visual-only instruction or combining learner-paced AD with static graphics in dual-modality instruction) had a positive effect, while learner pacing alone had not a significant positive effect.
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
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: Taiwan