Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non-dynamic visualizations with narrative explanations
| Autor: | Marta Koc-Januchta, Detlev Leutner, Helmut Prechtl, Tim N. Höffler |
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| Rok vydání: | 2020 |
| Předmět: |
Erziehungswissenschaften
Interactivity level Learning environment 05 social sciences Educational technology Interactive learning environments Cognitive styles · Animation · Static pictures 050301 education Animation Tillämpad psykologi Verbal learning 050105 experimental psychology Lärande Education Visualization Interactivity Learning 0501 psychology and cognitive sciences 0503 education Visual learning Applied Psychology Cognitive psychology Cognitive style |
| Zdroj: | Educational Technology Research and Development. 68:2971-2990 |
| ISSN: | 1556-6501 1042-1629 |
| Popis: | The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were randomly assigned to one of two conditions: with or without the possibility to pause, to play, or to fast-forward/rewind the learning environment (self-paced versus system-paced condition). Participants obtained better results when learning with the system-paced environment than with the self-paced one. A significant triple interaction between cognitive style, type of pacing, and type of visualization showed that highly developed visualizers learned poorer with self-paced static pictures than with system-paced static pictures. There were no significant effects regarding verbal cognitive style. Results shed more light on the relation between different levels of interactivity and visual cognitive style, when learning from static pictures. Funding agencies: Linkoping University - German Research Foundation [HO 4303/6-1] |
| Databáze: | OpenAIRE |
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