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Optimising learning from animations by minimising cognitive load: cognitive and affective consequences of signalling and segmentation methods
Author(s) -
Moreno Roxana
Publication year - 2007
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.1348
Subject(s) - animation , cognitive load , cognition , psychology , segmentation , control (management) , market segmentation , multimedia , cognitive psychology , computer science , artificial intelligence , neuroscience , computer graphics (images) , marketing , business
Prospective teachers learned about seven teaching skills either with or without (control group) an exemplar classroom video (Experiment 1) or animation (Experiment 2) showing how an expert teacher applied such skills. It was hypothesised that directing attention to relevant dynamic information with signalling (SI) and/or segmenting (SE) the video/animation into smaller chunks of information would facilitate students' learning. Across both experiments, the control group outperformed SI and SE groups on retention of the theoretical information but underperformed most video/animation groups when asked to evaluate and apply teaching skills to a classroom scenario. SE groups outperformed no‐SE groups on all learning measures and reported lower levels of cognitive load. The findings encourage segmenting instructional videos and animations into small chunks to help novice students learn from complex dynamic visualisations. Copyright © 2007 John Wiley & Sons, Ltd.