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ERIC Number: EJ925833
Record Type: Journal
Publication Date: 2011-Sep
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Effects of Pacing and Cognitive Style across Dynamic and Non-Dynamic Representations
Hoffler, Tim N.; Schwartz, Ruth N.
Computers & Education, v57 n2 p1716-1726 Sep 2011
The effects of self-pacing versus system-pacing were examined in different versions of a computer-based learning environment (static pictures/animations). The role of cognitive style was also considered. While the variables investigated did not have a direct impact on either learning outcome or cognitive load, significant interaction effects were found. Concerning the difference between self- and system-pacing, results suggested that for animations, self-pacing was--as expected--effective, while for static pictures, the opposite was true. With respect to the difference between animations and static pictures, analyses showed that learners tending toward a visual cognitive style learned significantly better with animations than with static pictures. For learners tending toward a verbal style, learning outcomes were descriptively better with static pictures, although in that case the difference between animations and static pictures did not reach significance. The results indicate that self-pacing as a feature of learning environments is not universally advantageous, and highlight the importance of considering the role of individual learning differences such as cognitive style when choosing or developing computer-based learning environments. The findings are discussed considering contemporary theories of cognitive load and multimedia learning. (Contains 3 tables and 4 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A