Learning from instructional animations: <scp>H</scp>ow does prior knowledge mediate the effect of visual cues?

Arslan-Ari, Ismahan

doi:10.1111/jcal.12222

Cited by 38 publications

(31 citation statements)

References 66 publications

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“…Moreover, the phenomenon of expertise reversal effects continues to occur for learning with text-graph combinations, again pointing out the importance of prior knowledge for educational practice when deciding who should receive instructional support such as signaling (cf. Arslan-Ari, 2017;Authors, 2016Authors, , 2018aAuthors, , 2019. To account for such individual differences in teaching, digital learning material should be adapted to the needs of the learners.…”

Section: Discussionmentioning

confidence: 99%

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How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge

Richter

Wehrle

Scheiter

2021

Applied Cognitive Psychology

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In multimedia learning, graphs are seen as just one specific instance of pictorial representations requiring the same cognitive processes as realistic depictions. Accordingly, learning from text‐graph combinations should also benefit from the same instructional support such as signaling of text‐picture correspondences depending on learners' prior knowledge. We investigated whether this expertise reversal of the signaling effect could be replicated for text‐graph combinations. Students (N = 101) with different prior knowledge levels learned with text‐graph combinations that were either enhanced with signals or not. Results indicate an expertise reversal effect on learning outcomes. A moderated mediation analysis of students' visual attention showed that this pattern could be explained by the fact that students with low prior knowledge (LPK) fixated the graph information earlier, whereas high prior knowledge students fixated the graph later when signals were present. Our results suggest that instructional support should be adapted to students' prior knowledge.

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Section: Discussionmentioning

confidence: 99%

“…The expertise reversal effect is well documented for various instructional techniques (e.g., Homer & Plass, 2009; Kalyuga et al, 1998; McNamara et al, 1996), including multimedia signaling (Arslan‐Ari, 2017; Authors, 2016, 2018a, 2019).…”

Section: Introductionmentioning

confidence: 99%

How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge

Richter

Wehrle

Scheiter

2021

Applied Cognitive Psychology

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“…According to a definition provided by Mayer (), multimedia learning is “learning from words and pictures” (p. 1), and multimedia learning occurs “when people build mental representations from words (such as spoken text or printed text) and pictures (such as illustrations, photos, animation, or video)” (p. 3). A great deal of research on multimedia learning has probed the way to design multimedia learning environments for supporting meaningful learning contexts and for improving students' learning effectiveness (Arslan‐Ari, ; Brünken, Plass, & Leutner, ). For example, Türk and Erçetin (2014) investigated the effects of simultaneous versus interactive presentation of visual and verbal multimedia materials on the English reading comprehension and incidental vocabulary learning of students with lower proficiency levels, and illustrated that simultaneous presentation of multimedia materials promoted students' learning gains in terms of reading and vocabulary tests.…”

Section: Literature Reviewmentioning

confidence: 99%

“…On the other hand, multimedia refers to an environment which offers learners a variety of formats, such as text, images, video, animation and audio presentations (Moos & Marroquin, ). A great number of studies have designed learning activities and investigated the influences of multimedia learning on students' learning outcomes (Arslan‐Ari, ; Türk & Erçetin, ). Video‐based learning is a kind of multimedia learning, and has been diffusely applied in EFL (Giannakos, ).…”

Section: Introductionmentioning

confidence: 99%

AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning

Chen¹

2020

Brit J Educational Tech

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Augmented reality (AR) is capable of providing students with proper situated scaffolding via overlaying rich media objects on the real‐world learning context. This paper examines the potential of AR to address existing problems with insufficient scaffolding in video learning materials for English as a foreign language (EFL) learners. Thus, an AR video‐enhanced learning (ARVEL) method was designed to assist students’ EFL learning. Furthermore, an experiment was carried out to investigate the influences of the implemented method on students' EFL learning outcomes. The experimental results displayed that the ARVEL method significantly improved the students' learning achievements and intrinsic motivation, and enhanced their satisfaction with EFL learning, compared to the students learning EFL with conventional video‐based learning. What is already known about this topic Learning experience of English as a foreign language (EFL) is highly related to the experience in actual learning contexts. The significance of providing students with proper assistance in a situated learning environment has been emphasized. Just observing videos might be inadequate for advancing students' reflection on learning tasks in video‐based learning. What this paper adds An augmented reality (AR) video‐enhanced learning method was proposed to assist students' EFL learning. An AR video‐enhanced learning (ARVEL) system was designed based on the implemented method. It was evidenced that the implemented method effectively improved students' learning achievements and motivation. The students display a higher degree of satisfaction with EFL learning than with the video‐enhanced learning method. Implications for practice and/or policy The ARVEL method could be a good reference for implementing an EFL learning environment. More kinds of assistance could be designed as scaffolding for assisting students' EFL learning. It is worth probing the influences of the ARVEL on students' learning of more abstract vocabulary and concepts.

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“…Thanks to the considerable advances in computer technologies, computer‐based multimedia learning environments now offer potential affordances for facilitating students’ concept understanding. Some previous research has explored the impacts of multimedia learning on education, such as transfer test performance, mental effort, and higher‐order thinking skills (Arslan‐Ari, ; Chung, Cheon, & Lee, ). For example, She and Chen () investigated the impact of multimedia effects on science learning, and stated that the students that learned with animation with narration outperformed those that used animation with on‐screen text, in terms of their immediate and long‐term retention.…”

Section: Literature Reviewmentioning

confidence: 99%

An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory

Lai¹,

Chen²,

Lee³

2018

Brit J Educational Tech

160

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Reading has been regarded as a medium for learning science, revealing the importance of enhancing learners’ reading competence in science education. The critical features of science texts are their multiple representations, such as text and visual elements, which assist the representation of science concepts. A multimedia learning environment can present relevant materials in various formats and help students to process the materials in meaningful ways, for example, by integrating learning materials with relevant prior concepts, and organizing them into a consistent and coherent cognitive structure. However, some issues with multimedia instructional design have been proposed, such as students’ cognitive load and learning motivations. In this study, an augmented reality‐based science learning system was developed based on the contiguity principle of multimedia learning in order to promote students’ science learning. Moreover, an experiment was conducted on a natural science course in an elementary school to assess the effectiveness of the implemented system on students’ learning. The experimental results display that the students learning with this approach found made significant gains in their learning achievements and motivations compared to those learning science with conventional multimedia science learning; moreover, their perceptions of extraneous cognitive load were significantly reduced during the learning activity.

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Learning from instructional animations: How does prior knowledge mediate the effect of visual cues?

Cited by 38 publications

References 66 publications

How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge

How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge

AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning

An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory

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