ERIC Number: EJ869654
Record Type: Journal
Publication Date: 2010-Jan
Abstractor: As Provided
Reference Count: N/A
Observational Learning from Animated Models: Effects of Studying-Practicing Alternation and Illusion of Control on Transfer
Wouters, Pieter; Paas, Fred; van Merrienboer, Jeroen J. G.
Instructional Science: An International Journal of the Learning Sciences, v38 n1 p89-104 Jan 2010
Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to investigate how learners could be stimulated to engage in genuine learning activities. It was hypothesized that illusion of control would impede transfer performance compared to a condition without illusion of control. Moreover, we hypothesized that learners who first studied an animated model and then solved the same problem would perform better on transfer than learners who studied the same animated model twice or who first solved the problem and then studied the animated model. In a 2 x 3 factorial experiment (N = 90) with the factors "illusion of control" (yes vs. no) and "instruction method" (study-practice, practice-study, study-study) only the first hypothesis was confirmed. Implications for the design of animated models are discussed.
Descriptors: Observational Learning, Cognitive Processes, Teaching Methods, Difficulty Level, Models, Hypothesis Testing, Student Attitudes, Student Motivation, Instructional Effectiveness, Transfer of Training, Learning Strategies, Animation, Educational Technology, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands