Instructional efficiency of integrated and separated text with animated presentations in computer-based science instruction

This study deals with the instructional efficiency of integrating text and animation into computer-based science instruction. The participants were 84 seventh-grade students in a private primary school in Istanbul. The efficiency of instruction was measured by mental effort and performance level of the learners. The results of the study showed that processing integrated text and animation format in computer-based science instruction requires less mental effort than the separated format, and that the performance of the students in the group with integrated presentation format group is higher than that of students in the group with separated presentation format. Instructional efficiency of the integrated presentation group was found to be higher than that of the separated presentation group. Finally, there was no difference between the two groups for instructional time.

[1]  F. Paas,et al.  Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skills: A Cognitive-Load Approach , 1994 .

[2]  Paul A. Kirschner,et al.  Cognitive load theory: implications of cognitive load theory on the design of learning , 2002 .

[3]  Arthur C. Graesser,et al.  Reasoning Processes: Preface , 1996 .

[4]  Paul Chandler,et al.  Levels of Expertise and Instructional Design , 1998, Hum. Factors.

[5]  Yeung,et al.  Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading with Explanatory Notes , 1998, Contemporary educational psychology.

[6]  P. Chandler,et al.  Why Some Material Is Difficult to Learn , 1994 .

[7]  P. Chandler,et al.  Cognitive load as a factor in the structuring of technical material. , 1990 .

[8]  P. Chandler,et al.  Cognitive Load While Learning to Use a Computer Program , 1996 .

[9]  R. Mayer.  Systematic Thinking Fostered by Illustrations in Scientific Text , 1989 .

[10]  P. Chandler,et al.  THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION , 1992 .

[11]  J. Sweller,et al.  Structuring Effective Worked Examples , 1990 .

[12]  Aldert Vrij,et al.  A cognitive load approach to lie detection , 2008 .

[13]  R. Mayer,et al.  The instructive animation: helping students build connections between words and pictures in multimedia learning , 1992 .

[14]  Annemarie Hauf,et al.  Computers in education , 1983 .

[15]  Joan K. Gallini,et al.  When Is an Illustration Worth Ten Thousand Words , 1990 .

[16]  John Sweller,et al.  Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture , 2004 .

[17]  Richard E. Mayer,et al.  Multimedia Learning: The Promise of Multimedia Learning , 2001 .

[18]  F. Paas.  Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. , 1992 .

[19]  P. Chandler,et al.  The Role of Visual Indicators in Dual Sensory Mode Instruction , 1997 .

[20]  R. Mayer,et al.  Animations need narrations : an experimental test of a dual-coding hypothesis , 1991 .

[21]  J. G. Schuurman,et al.  Redirecting learners' attention during training: Effects on cognitive load, transfer test performance and training efficiency. , 2002 .

[22]  F. Paas,et al.  Instructional control of cognitive load in the training of complex cognitive tasks , 1994 .

[23]  R. Mayer,et al.  A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory , 1998 .

[24]  P. Chandler,et al.  Cognitive Load Theory and the Format of Instruction , 1991 .

[25]  J. Sweller,et al.  Cognitive load effects in a primary-school geometry task , 1993 .

[26]  J. Sweller,et al.  Reducing cognitive load by mixing auditory and visual presentation modes , 1995 .

[27]  R. Mayer,et al.  Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity , 1999 .

[28]  Mireille Bétrancourt,et al.  Integrating textual and pictorial information via pop-up windows: An experimental study , 1998, Behav. Inf. Technol..

[29]  Slava Kalyuga,et al.  Incorporating Learner Experience into the Design of Multimedia Instruction. , 2000 .

[30]  R. A. Tarmizi,et al.  Guidance during Mathematical Problem Solving. , 1988 .

[31]  Richard E. Mayer,et al.  When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. , 1996 .

[32]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[33]  Fred G. W. C. Paas,et al.  The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures , 1992 .

[34]  J. Sweller,et al.  Learning to Solve Compare Word Problems: The Effect of Example Format and Generating Self-Explanations , 1998 .