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1.
Ok-choon Park Stuart S. Gittelman 《Educational technology research and development : ETR & D》1992,40(4):27-38
The effects of two computer-based instructional strategies—visual display and feedback type—were investigated in the acquisition
of electronic troubleshooting skills. Animation was used to simulate the functional behaviors of electronic circuits and to
demonstrate the troubleshooting procedures. The first hypothesis tested was that animated visual displays would be more effective
than static visual displays if animation was selectively used to support the specific learning requirements of a given task.
Results supported this hypothesis by showing that college students in the animated visual display condition needed significantly
fewer trials than those in the static visual display condition. The second hypothesis was that the effectiveness of intentionally
mediated feedback (knowledge of results or explanatory information) would be minimal if natural feedback—the system's automatic
functional reaction to external inputs—was available and the subject had the basic knowledge needed to understand the system
functions. The results supported this hypothesis. Overall, this study implies that instructional strategies, including visual
displays and feedback, should be applied selectively based on the specific learning requirements of a given task.
he works at ARI as a research fellow of the Universities of the Washington Metropolitan area.
The opinions expressed herein are those of the authors and do not express or imply the views of the U. S. Army Research Institute
or the Department of Defense.
The authors would like to thank Eric C. Neiderman and Reginald Hopkins for their assistance with this study. 相似文献
2.
Mental models are hypothetical constructs for explaining human cognitive processes of understanding external reality, translating the reality into internal representation and utilizing it in problem solving. Three experiments were conducted to investigate important characteristics of mental models, their influence on task performance, and instructional strategies facilitating their formation. The experiments were conducted in computer-based training environments designed to teach troubleshooting electronic logic circuits. The results suggested: (a) dynamic characteristics of mental models are important for solving problems if understanding functional behaviors of the system is required to perform the task; (b) dynamic characteristics of mental models are determined primarily by subjects' understanding of the system features and functions more than by the visually presented training contents of the system; and (c) motion simulating system functions in visual displays is more effective than static visual displays in facilitating the formation of dynamic characteristics of mental models. Consequently, dynamic visual displays are more effective than static visual displays for teaching electronic troubleshooting skills. These findings provide direct implications for the development of training programs. 相似文献
3.
《Learning and Instruction》2003,13(2):157-176
Animation can provide learners with explicit dynamic information that is either implicit or unavailable in static graphics. However, the inclusion of temporal change in a visual display introduces additional and qualitatively different information processing demands. For learners to be successful in building high-quality mental models from animated instruction, they must extract thematically relevant information from the animation and incorporate it into their knowledge structures. Animation group subjects used a dynamic depiction of weather map changes to help them predict the future pattern of meteorological markings on a given map and then made a further prediction for a different map without the aid of the animation. Predictions from these subjects were superior in some respects to those produced by control subjects but this superiority tended to be limited to aspects that had high perceptual salience in the animation. The findings indicate selective processing of the animation that involved perceptually driven dynamic effects analogous to the field–ground effects associated with the visuospatial characteristics of static graphics, and raise questions about the widely assumed intrinsic superiority of animations over static graphics as resources for learning. 相似文献
4.
Conclusions Differences in performance of a procedural task, attributable to motion, are identified with the putting together of a new
motor response. No reliable difference was shown between motion and still sequences in the overall procedural sequence of
steps. The use of animation arrows to direct attention and to show the direction of motion did not help learning. Motion does
not appear to function as a cue focusing attention upon the direction of movement or critical elements of the display. The
results of the present studies support the recommendations of Allen and Weintraub (1968). They suggest that the use of motion
in a display is definitely indicated when the particular content to be learned consists of the movement itself and its characteristics,
or where the content is enhanced and differentiated by the cues provided in the action of the movement. Until the bases for
differential individual needs for motion can be determined, displays that provide motion are best used wherever procedural
tasks requiring motions new to the student are taught.
The research reported in this paper was performed at HumRRO Division No. 2, Fort Knox, Kentucky, under Department of the Army
Contract with HumRRO. The contents of this paper do not necessarily reflect official opinions or policies of the Department
of the Army. 相似文献
5.
A review of research related to the learning effect of dynamic versus static visual displays in media-based instruction is presented. The analysis reveals that the dynamic visual display (DVD) is generally more effective than the static visual display (SVD). However, the research findings do not consistently support the superior effect of DVDs. These conflicting findings seem to be related to the different theoretical rationales and methodological approaches used in various studies and suggest that the use of DVDs should be determined selectively. From the literature review and theoretical discussions about instructional functions of DVDs, we propose six instructional conditions under which DVDs can be effectively used. The conditions are for: (a) demonstrating sequential actions in a procedural task; (b) simulating causal models of complex system behaviors; (c) explicitly representing invisible system functions and behaviors; (d) illustrating a task which is difficult to describe verbally; (e) providing a visual analogy for an abstract and symbolic concept, and (f) obtaining attention focused on specific tasks or presentation displays. Finally, several important considerations for the design and presentation of DVDs are discussed. 相似文献
6.
Cyril Rebetez Mireille Bétrancourt Mirweis Sangin Pierre Dillenbourg 《Instructional Science》2010,38(5):471-485
Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work.
As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve comprehension
over static graphics. However, the research failed to find clear evidence in favour of animation. Animation may also be used
to promote interactions in computer-supported collaborative learning. In this setting as well, the empirical studies have
not confirmed the benefits that one could intuitively expect from the use of animation. One explanation is that multimedia,
including animated graphics, challenges human processing capacities, and in particular imposes a substantial working memory
load. We designed an experimental study involving three between-subjects factors: the type of multimedia instruction (with
static or animated graphics), the presence of snapshots of critical steps of the system (with or without snapshots) and the
learning setting (individual or collaborative). The findings indicate that animation was overall beneficial to retention,
while for transfer, only learners studying collaboratively benefited from animated over static graphics. Contrary to our expectations,
the snapshots were marginally beneficial to learners studying individually and significantly detrimental to learners studying
in dyads. The results are discussed within the multimedia comprehension framework in order to propose the conditions under
which animation can benefit to learning. 相似文献
7.
Patricia Wright Robert Milroy Ann Lickorish 《European Journal of Psychology of Education - EJPE》1999,14(2):203-224
Animating the graphics in electronic documents may increase readers’ willingness to study them but may impair or distort the processes of gist comprehension. Experiment 1 confirmed that, compared with static diagrams, animation increased readers willingness to study a range of graphic genres (maps, time-lines, drawings of unfamiliar objects). Total reading time was also increased but readers’ differential access of static and animated graphics confounded the interpretation of immediate and delayed retention tests. Experiment 2 contrasted the effects of accessing the graphics before or during reading. Scores on a quiz immediately after reading were significantly higher when the graphics were seen before rather than during reading, suggesting that readers found it difficult to integrate the graphics while still building the gist of the text. Scores on both an immediate and a delayed quiz were significantly higher when the graphics were static rather than animated. One pointer to the cause of the decrement with animated graphics was that the quiz performance of readers having animated graphics correlated with their scores on a picture memory test, whereas those of readers with static graphics did not. In contrast the delayed quiz scores of readers with static graphics showed a significant interaction with their performance on a digit memory task. Readers with high scores on digit memory benefited from accessing the graphics while reading, but readers with low scores on the digit test were impaired by such access during reading. This suggests that the cognitive skills needed for integrating text with animated graphics may differ from those needed for dealing with static graphics. 相似文献
8.
Cheryl J. Hamel David L. Ryan-Jones 《Educational technology research and development : ETR & D》1997,45(4):77-87
This report focuses on how 3-D graphical and interactive features of computer-based instruction can enhance learning and support human cognition during technical training of equipment procedures (where procedural training tasks are often highly specific to a piece of equipment). Studies of the effects of graphics, motion, and interactivity in technical training, and reports of successful instruction using state-of-the art graphics and animation were reviewed to extract a set of guidelines for using 3-D interactive graphics to teach equipment procedures.The opinions and assertions are the authors' and should not be construed to represent that of the Navy Department or the Department of Defense. 相似文献
9.
Chun-Ying Chen 《Interactive Learning Environments》2016,24(4):859-874
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. 相似文献
10.
Two experiments were run in order to investigate the influence of external contextual cues on the interaction between two conflicting memories. Rats were trained, in the same apparatus, on a passive-avoidance task and, 10 min later, on an active-avoidance task, then submitted to a 24-h delayed test (without reinforcement). When contextual cues remained unchanged throughout these three phases, the animals exhibited proactive interference, as shown by longer response latencies than those of control animals that had learned only the active-avoidance task (Experiment 1). When training contexts were made slightly different from one task to the other (by the presence of a continuous tone during either the first or the second task), the animals behaved at subsequent testing in accordance with the response contingencies present in the context exactly similar to the test context; this control of behavior by testing context was demonstrated both when the tone was absent (Experiments 1 and 2) and present (Experiment 2) at testing. A cuing procedure—a 90-sec exposure to the tone in the experimental room 5 min prior to testing—led the animals to behave in accordance with the response previously acquired in the presence of the tone (Experiments 1 and 2), exactly in the same way as animals tested in the presence of the tone (Experiment 2). The same cuing treatment was ineffective when administered 1 h before testing (Experiment 2). These results are interpreted in terms of a dual function of contextual cues at the time of retrieval: the general contextual information present during testing or during pretest cuing is assumed to induce concurrent reactivation of both memories. Consequently, the experimentally manipulated contextual cue (the tone) would have a discriminative function, leading the animals to choose between the two equally available representations. 相似文献
11.
In two experiments, participants made inferences from weather maps, before and after they received instruction about relevant meteorological principles. Different versions of the maps showed either task-relevant information alone, or both task-relevant and task-irrelevant information. Participants improved on the inference task after instruction, indicating that they could apply newly acquired declarative knowledge to make inferences from graphics. In Experiment 1, participants spent more time viewing task-relevant information and less time viewing task-irrelevant information after instruction, and in Experiment 2, the presence of task-irrelevant information impaired performance. These results show that domain knowledge can affect information selection and encoding from complex graphics as well as processes of interpreting and making inferences from the encoded information. They also provide validation of one principle for the design of effective graphical displays, namely that graphics should not display more information than is required for the task at hand. 相似文献
12.
The ability to successfully discriminate between multiple potentially relevant source analogs when solving new problems is crucial to proficiency in a mathematics domain. Experimental findings in two different mathematical contexts demonstrate that providing cues to support comparative reasoning during an initial instructional analogy, relative to teaching the same analogs and solution strategies without such cues, led to increased ability to discriminate between relevant analogs at a later test. Specifically, providing comparative gestures and visibly aligned source and target problems during initial learning led to higher rates of positive extension of learning to new contexts, and lower rates of susceptibility to misleading contextual features, both immediately and after a week delay. 相似文献
13.
Animation has an inherent advantage over static graphics when presenting dynamic content because it provides a more accurate and realistic depiction. Simultaneously, animation has an inherent disadvantage because most animated information is perceptually transient. In this quasi-experimental study, cognitive load theory was used to investigate the extent to which animation’s transience could be ameliorated with the incorporation of a pause/play feature or a tracing feature that lets previous information remain visually available on screen instead of disappearing after a brief display. Continuous animation, animation with pause/play and their equivalent static graphics, each designed with either a trace or no trace, were used to instruct 228 post-secondary technical education students on how an electrical circuit works. All formats were accompanied with the same on-screen text. The pattern of results, especially the interactions, indicated that animation with a pause/play format obtained the highest efficiency in the no tracing condition, while the continuous animation format obtained the highest efficiency in the tracing condition. These results suggest that by restructuring the dynamic information, the negative instructional consequences of the transient nature of animation can be counteracted to make it more efficient for learning than static graphics. 相似文献
14.
Abstract Numerous studies demonstrate that visual cues combined with trainer instruction enable individuals with mental retardation to complete simple to complex tasks. The actual effect of the visual cues upon target behavior is unclear. Few investigators have used picture reading pretests to determine initial picture reading skills prior to the introduction of trainer instruction. In this study we compared the effects of trainer demonstrations to four visual cue conditions across easy, moderate, and difficult task performance of secondary‐aged students with mental retardation. The results indicated that photographs and line drawings were more effective than demonstrations with mild and moderate mental retardation groups working complex tasks. There were no differences between visual cues and demonstration conditions across task levels for students with severe and profound mental retardation. 相似文献
15.
This special issue comprises a set of six papers, in which studies are presented that use eye tracking to analyse multimedia learning processes in detail. Most of the papers focus on the effects on visual attention of animations with different design features such as spoken vs. written text, different kinds of cues, or different presentation speeds. Two contributions concern effects of learner characteristics (prior knowledge) on visual attention when learning with video and complex graphics. In addition, in some papers eye tracking is not only used as a process measure in itself, but also as input for verbal reports (i.e., cued retrospective reporting). In the two commentaries, the contributions are discussed from a multimedia learning perspective and an eye tracking perspective, by prominent researchers in those fields. Together, the contributions to this issue give an overview of the various possibilities eye tracking opens up for research on multimedia learning and instruction. 相似文献
16.
Paper-and-pencil learning and testing are gradually shifting to computerized environments. Cognitive and metacognitive researchers find screen inferiority compared to paper in effort regulation, test performance, and extent of overconfidence, in some cases, with unknown differentiating factors. Notably, these studies used reading comprehension tasks involving lengthy texts, which confound technology-related and cognitive factors. We hypothesized that the medium provides a contextual cue which leads to shallower processing on screen regardless of text length, particularly when task characteristics hint that shallow processing is legitimate. To test this hypothesis, we used briefly phrased yet challenging problems for solving on screen or on paper. In Experiment 1, the time frame for solving the problems was manipulated. As with lengthy texts, only time pressure resulted in screen inferiority. In Experiment 2, under a loose time frame, the same problems were now framed as a preliminary task performed before a main problem-solving task. Only the initial task, with reduced perceived importance, revealed screen inferiority similarly to time pressure. In Experiment 3, we replicated Experiment 1's time frame manipulation, using a problem-solving task which involved reading only three isolated words. Screen inferiority in overconfidence was found again only under time pressure. The results suggest that metacognitive processes are sensitive to contextual cues that hint at the expected depth of processing, regardless of the reading burden involved. 相似文献
17.
When using modern educational technology, some forms of instruction are inherently transient in that previous information usually disappears to be replaced by current information. Instructional animations and spoken text provide examples. The effects of transience due to the use of animation-based instructions (Experiment 1) and spoken information under audio-visual conditions (Experiment 2) were explored in a cognitive load theory framework. It was hypothesized that for transient information presented in short sections, animations would be superior to static graphics, due to our innate ability to learn by observing. For transient information in long sections, animations should lose their superiority over static graphics, due to working memory overload associated with large amounts of transient information. Similarly, the modality effect under which audio-visual information is superior to visual only information should be obtainable using short segments but disappear or reverse using longer segments due to the working memory consequences of long, transient, auditory information. Results supported the hypotheses. The use of educational technology that results in the transformation of permanent into transitory information needs to be carefully assessed. 相似文献
18.
Kenneth E. Colwell 《TechTrends》2004,48(3):35-39
It goes without saying that the expression “garbage in, garbage out” still applies. Poorly designed instruction cannot be
saved by a flashy, high-tech presentation. Flashy garbage is still garbage. But a high-tech presentation can be a very useful
tool for instructors and trainers to employ if the instructional material is well designed, and learning objectives require
it. If a quality presentation has been developed, it is apparent that students find the use of the graphics tablet to enhance
presentations a useful instructional technique.
I found myself, as the instructor, to be more in touch with the presentation when I used electronic mark-up of presentation
materials. The lectures felt more integrated. I could interact with the presentation more easily and effectively. I’m reminded
of what I teach in my public speaking class about visual aids — use them as an aid to, but not a replacement for, well-prepared
material — but use them. They can help clarify content, maintain interest and increase retention. Enhanced presentations can
do that even more effectively. 相似文献
19.
Narr RF 《Journal of deaf studies and deaf education》2008,13(3):405-416
Visual phonics, a system of 45 hand and symbol cues that represent the phonemes of spoken English, has been used as a tool in literacy instruction with deaf/hard-of-hearing (DHH) students for over 20 years. Despite years of anecdotal support, there is relatively little published evidence of its impact on reading achievement. This study was designed to examine the relationship between performance on a phonological awareness task, performance on a decoding task, reading ability, and length of time in literacy instruction with visual phonics for 10 DHH kindergarten through Grade 3 students receiving academic instruction with sign-supported English and American Sign Language. Findings indicate that these students were able to use phonological information to make rhyme judgments and to decode; however, no relationship between performance on reading ability and length of time in literacy instruction with visual phonics was found. 相似文献
20.
MathCad是一个著名的交互式数值计算软件 ,它的功能非常强大 .本文试图通过 7个常见的数学问题的解答向大家介绍这个软件在计算、绘图与动画创建等方面的基本用法 .MathCad可用于数学、物理等教师日常的备课、科研和撰写论文 ,近年来 ,它更广泛地运用于CAI(计算机辅助教学 )领域 相似文献