Investigating the influence of transitory information and motivation during instructional animations
Year: 2008
Type: article
Abstract: : This study investigated the cognitive load theory prediction that the inconsistent findings concerning the effectiveness of instructional animations are exacerbated by their transitory nature. Three groups were compared who received different but equivalent forms of instruction in learning a topic in economics. One group received an animation presentation with integrated text and diagrams, a second group received a static diagram presentation with integrated text and diagrams, and the third group received a static diagram presentation with non-integrated text and diagrams in a classical split-attention design. Results indicated that the animated design was superior to the static integrated design only on test questions that closely resembled the presented information. No other significant group differences were identified. Furthermore a battery of self-rating measures of cognitive load and motivational items indicated that test performance was predicted by motivation and concentration levels, rather than by mental effort or task difficulty. This study had two main aims. The first aim was to advance the research on instructional animations, and secondly, to explore the use of multiple self-rating measures of cognitive load. The paper begins by briefly describing some of the main principles of cognitive load theory as it used as the theoretical framework for the
Authors: Paul Ayres, Amina Youssef
Institution: UNSW Sydney
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W18201001