Cognitive support for learning computer based tasks using animated demonstration
This study investigated the influence of cognitive support for learning computer based tasks using animated demonstration (AD) on instructional efficiency. Cognitive support included (1) segmentation and learner control introducing interactive devices that allow content sequencing through a navigational menu, and content pacing through stop and play buttons along with a slide bar for fast forward and rewind; (2) presentation modality and (3) a hybrid approach using a combined format of ADs with static graphics. Instructional efficiency was a combined effect of time on task during the learning phase and test performance. Time on task was included as a measurement to determine whether this would provide an alternative explanation for the benefits of learner control. Three learner paced conditions with different types of cognitive support were developed, whereas a system paced format, created without additional cognitive support, was used as a control condition. The learning task of this study was using graphic vector based software Bezier tools to trace a cartoon. The results tended to suggest that the combination of different types of cognitive support (i.e. presenting the accompanying explanations as written captions to the learner paced AD in visual only instruction or combining learner paced AD with static graphics in dual modality instruction) had a positive effect, while learner pacing alone had not a significant positive effect.
Interact. Learn. Environ.