TY - JOUR
T1 - Effects of visual cues and self-explanation prompts
T2 - empirical evidence in a multimedia environment
AU - Lin, Lijia
AU - Atkinson, Robert
AU - Savenye, Wilhelmina
AU - Nelson, Brian
N1 - Publisher Copyright:
© 2014 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2016/5/18
Y1 - 2016/5/18
N2 - The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six conditions in a 2 × 3 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations, and (b) cognitive load and intrinsic motivation had different impacts on learning outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation.
AB - The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six conditions in a 2 × 3 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations, and (b) cognitive load and intrinsic motivation had different impacts on learning outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation.
KW - cognitive load
KW - intrinsic motivation
KW - multimedia learning
KW - self-explanation prompt
KW - visual cueing
UR - http://www.scopus.com/inward/record.url?scp=84902707307&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84902707307&partnerID=8YFLogxK
U2 - 10.1080/10494820.2014.924531
DO - 10.1080/10494820.2014.924531
M3 - Article
AN - SCOPUS:84902707307
SN - 1049-4820
VL - 24
SP - 799
EP - 813
JO - Interactive Learning Environments
JF - Interactive Learning Environments
IS - 4
ER -