The attention-guiding effect and cognitive load in the comprehension of animations

Amadieu, Franck; Mariné, Claudette; Laimay, Carole

doi:10.1016/j.chb.2010.05.009

Cited by 107 publications

(70 citation statements)

References 28 publications

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“…Equivocal findings have been reported for the contribution of signaling to learning outcomes. Some studies have found significant effects (e.g., Amadieu et al 2011;Boucheix and Guignard 2005;Jin 2013), while others have found no significant effects on learning outcomes even when the signals effectively served their attention-guiding role (e.g., de Koning et al 2010;Kriz and Hegarty 2007;Skuballa et al 2012). None of these studies reported negative effects of signaling on learning, however.…”

Section: Demonstration-based-training (Dbt)mentioning

confidence: 82%

Demonstration-based training (DBT) in the design of a video tutorial for software training

Meij

2016

Instr Sci

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This study investigates the design and effectiveness of a video tutorial for software training. In accordance with demonstration-based training, the tutorial consisted of a series of task demonstrations, with instructional features added to enhance learning. An experiment is reported in which a demonstration-only control condition was compared with a demonstration-with-review condition. The review videos provided a recap to support retention of the procedure. Strict viewing conditions were imposed during training. Both learning and motivation were assessed. Participants were 55 students from primary and secondary schools in Germany. The outcomes showed that both tutorials significantly contributed to development of procedural knowledge and to motivation, and that the review tutorial surpassed the control. The discussion addresses the role of user control. In addition, with the effectiveness of reviews apparently becoming better established, the need arises for measures that can reveal the effects of reviews on observational learning processes.

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Section: Demonstration-based-training (Dbt)mentioning

confidence: 82%

Demonstration-based training (DBT) in the design of a video tutorial for software training

Meij

2016

Instr Sci

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“…The present research contrasts with the majority of investigations involving animation that have been 'one-shot' studies in which participants have very limited exposure to the presentation (but see Kriz & Hegarty, 2004). Although a study by Amadieu, Mariné, and Laimay (2011) gave learners repeated exposures to complex animation, the number of exposures was still relatively few (three). Indeed, the authors state that additional exposures might produce stronger effects.…”

Section: Animation Processing Modelmentioning

confidence: 98%

Cueing complex animations: Does direction of attention foster learning processes?

Lowe

Boucheix

2011

Learning and Instruction

101

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“…After the learning activity, an average of the attention values is calculated for further statistical analysis. The cognitive load of a participant in the learning activity was measured by a self-reported questionnaire with a 9-point Likert scale (0-Extreamly easy; 9-Extreamly difficult) (Amadieu et al 2011;Paas 1992). There were two constructs in this questionnaire, namely mental effort and perceived difficulty.…”

Section: Instrumentsmentioning

confidence: 99%

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Hung

Hsu

Chen

et al. 2015

Education Tech Research Dev

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Situated learning suggests that knowledge is grounded in and influenced by the learning context, the activity, and the culture. Thus, learning in such situated learning contexts can improve learners' learning performance. Based on embodied cognition and situated learning, this study proposes a situated embodiment-based strategy to help learners learn flag semaphore through real signaling practices with their body movements in a richly perceived learning context. With the support of natural user interface technologies and educational robots, the situated embodiment-based strategy provides a realistic learning context via learners' body movements to help learners easily construct procedural knowledge. In order to evaluate the effects of the situated embodiment-based strategy, a flag semaphore learning activity was designed and a quasi-experiment was conducted with 60 participants. Three variables were assessed, namely practical signaling performance, attention, and cognitive load. The results showed that the situated embodiment-based learning group had significantly higher practical signaling performance and attention, and significantly lower extrinsic cognitive load than the embodiment-based learning group. The findings suggest that the situated embodiment-based learning strategy is an effective design that can improve the procedural knowledge construction and enhance the attention level with the lower extrinsic cognitive load in a learning process.

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The attention-guiding effect and cognitive load in the comprehension of animations

Cited by 107 publications

References 28 publications

Demonstration-based training (DBT) in the design of a video tutorial for software training

Demonstration-based training (DBT) in the design of a video tutorial for software training

Cueing complex animations: Does direction of attention foster learning processes?

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

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