The cognitive benefits of interactive videos: learning to tie nautical knots

Schwan, Stephan; Riempp, Roland

doi:10.1016/j.learninstruc.2004.06.005

Cited by 372 publications

(254 citation statements)

References 18 publications

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“…Whereas research reported inconsistent findings, with some studies showing a benefit of control (Boucheix & Guignard, 2005;Mayer & Chandler, 2001;Schwan & Riempp, 2004), these findings are in line with other studies that found no benefit (for example Adesope & Nesbit, 2012). As such, the system-paced presentation, together with the transient nature of animation, frequently seen as a drawback, did not impede learners to study the current information and images while integrating the previous learning content (Moreno & Mayer, 2007).…”

Section: How Are Animation Effects Influenced By Factors Related To Tsupporting

confidence: 67%

“…The possibility for learners to adapt the pacing of the information stream to their comprehension capacities was found to facilitate the construction of an efficient mental model. Compared to no control or interaction mode, the pacing control over the animation was beneficial for students (H€ offler & Schwartz, 2011;Mayer & Chandler, 2001;Nesbit & Adesope, 2011;Schwan & Riempp, 2004) and for children (Boucheix & Guignard, 2005). However, many other studies found that control over the pacing of the animation did not enhance comprehension (Betrancourt & Realini, 2005;Hegarty et al, 2003;Kriz & Hegarty, 2004;Rebetez & Betrancourt, 2007), even with novice learners (Lowe, 2003).…”

Section: Factors Related To the Instructional Materialsmentioning

confidence: 96%

“…Animated cues or arrows fall in this category. Secondly, animation may be used as a demonstration of concrete or abstract procedures to be memorized and performed by the learner, such as tying nautical knots (Schwan & Riempp, 2004) or completing puzzle rings (Ayres, Marcus, Chan, & Qian, 2009). A third purpose of animation is to help learners understand the functioning of dynamic systems that change over time, with an analogous and continuous representation of the succession of steps, such as in the flushing system (Hegarty et al, 2003;Narayanan & Hegarty, 2002), or in lightening formation (Mayer & Chandler, 2001).…”

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

See 2 more Smart Citations

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

278

159

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Section: How Are Animation Effects Influenced By Factors Related To Tsupporting

confidence: 67%

Section: Factors Related To the Instructional Materialsmentioning

confidence: 96%

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

See 1 more Smart Citation

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

278

159

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“…The opportunity to pause, continue or move forward and backward enables learners to adapt the video-based model to their cognitive needs (e.g., by going back to a specific action of the model). For example, in a study by Schwan and Riempp (2004) learners saw a video about nautical knotting and could accelerate, decelerate, stop or repeat the video. This control of pacing was heavily used, especially with increasing knot difficulty.…”

Section: Pacingmentioning

confidence: 99%

“…Rapid developments in computer and software technology in the last decades have enabled a dimension of learner controlled interactivity that goes beyond merely controlling the pace of presentation, because learners can also manipulate the appearance of the modeled performance, such as zoom in/out on a specific part of the performance or observing the performance of a model from another angle (Hegarty 2004;Schwan and Riempp 2004). For example, during the observation of a surgery by an expert surgeon, the learner can decide to zoom in to a specific act in order to get a better view of the fine-grained motor skill.…”

Section: Control Over Appearancementioning

confidence: 99%

Interactivity in Video-based Models

2007

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In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas.Keywords Modeling . Interactivity . Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989;Wetzel et al. 1994;Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. At the same time, rapid developments in computer and software

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Effects of presentation speed of a dynamic visualization on the understanding of a mechanical system

Fischer¹,

Lowe

Schwan³

2007

Applied Cognitive Psychology

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In an experimental study, the role of temporal variation of a realistic animation was examined. The animation of a complex mechanical system, a pendulum clock, was presented in a between subject design at normal or fast speed. Presentation speed was found to affect distribution of attention and understanding of the functionality of the clockwork mechanism. Verbal reports in the fast condition contained more statements on the weight, which is a central part of the clocks' mechanism. When giving a written description of the clock, subjects who saw the fast presentation produced more correct and less false concepts about the key components of the clockwork. For complex subject matter, it seems possible that speed could be used strategically by instructional designers to raise the perceptual salience of thematically relevant aspects of the display, by means of faster or slower presentation speeds. Instructional Uses of Temporal ManipulationsThis paper focuses upon temporal properties of a dynamic display and explores the effect of presentation speed on the processing of information in an animated depiction of a complex mechanical device (a pendulum clock). Dynamic visualizations of various types are increasingly used in educational resources for presenting subject matter that involves change over time. Intuitively, these representations appear well suited to helping learners understand change phenomena because they provide explicit depiction of the referent situation's dynamics instead of requiring the learner to reconstruct the dynamics via mental animation from static graphics. Nevertheless, dynamic visualizations have not proven to be a universal panacea for the challenges involved in comprehending change phenomena. Merely providing changerelated information as an analogue dynamic representation does not guarantee that learners will necessarily be able to extract its key aspects (Lowe, 1999(Lowe, , 2003(Lowe, , 2004. Particularly when the subject matter is complex and unfamiliar, learners appear to respond to the consequent high level of information processing demands by selectively attending to aspects of the display that have greatest perceptual salience relative to the rest of the display. Unfortunately, such aspects are not necessarily those of most relevance to the central theme of the presentation. Both the visuospatial characteristics of a dynamic visualisation (such as the size, shape, colour, and arrangement of its component entities) and its temporal properties (such as playing speed, direction, and continuity) have the potential to affect the relative perceptual salience of displayed information. Accordingly, research into learning from dynamic visualizations has produced mixed findings. For example, while Schwan and Riempp (2004), found that usercontrollable videos facilitated the learning of knot-tying tasks, no corresponding facilitation effect was found in studies by Lowe (2003) of learning meteorological prediction skills from a user-controllable weather map animation. A likely reason for ...

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The cognitive benefits of interactive videos: learning to tie nautical knots

Cited by 372 publications

References 18 publications

Does animation enhance learning? A meta-analysis

Does animation enhance learning? A meta-analysis

Interactivity in Video-based Models

Effects of presentation speed of a dynamic visualization on the understanding of a mechanical system

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