Reading direction and signaling in a simple computer simulation

The experiment investigated whether layout of cause and effect affects learning for causal connections in a simple computer simulation. Students (N = 113) used an introductory text and a simulation to learn central concepts about neural networks and then took a retention and transfer test. Each learner was randomly assigned to one cell of a 2 (compliance with reading direction or not) × 2 (with or without signaling) between subjects factorial design. Students who obtained the causal connection in reading direction (the cause is positioned on the left side, the effect is placed on the right side) performed better on transfer than did students, for whom the reading direction was reversed (from right to left). Furthermore, signals that indicated the layout of the causal connection fostered transfer performance and reduced time spent with the simulation. These results are consistent with the signaling principle and the cognitive theory of multimedia learning.