کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
349045 618210 2011 11 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Effects of pacing and cognitive style across dynamic and non-dynamic representations
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
پیش نمایش صفحه اول مقاله
Effects of pacing and cognitive style across dynamic and non-dynamic representations
چکیده انگلیسی

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.


► Self- and system-paced animation and static pictures were examined (2 × 2 comparison).
► Role of cognitive style was also examined.
► No main effect found for either self/system-pacing or animation/static pictures.
► Self-pacing improved learning results for animation, but not for static pictures.
► Visualizers learned better with animations.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 57, Issue 2, September 2011, Pages 1716–1726
نویسندگان
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