Learners using annotations perceive lower cognitive load than learners using hyperlinks¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The annotation condition perceived significantly lower cognitive load than the hyperlink condition (η2 = 0.089). → Ruf 2023

Evidence¶

Ruf 2023¶

Ruf, A., Zahn, C., Roos, A.-L., & Opwis, K. (2023). How do enhanced videos support generative learning and conceptual understanding in individuals and groups? Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10275-4

q3 · i2 · causal · r2

Two-way ANOVA on the one-item cognitive load scale (1-7) in the lab experiment; "learners in the annotation condition perceived a significant lower cognitive load (M = 3.75, SD = 1.2)". No effect for Setting, and adding the control group yielded no further significant results.

"results yielded significance for Tool-use, F(1,92) = 9.000, p = 0.003, partial η2 = 0.089 (as expected in H1a), indicating that learners in the annotation condition perceived a significant lower cognitive load (M = 3.75, SD = 1.2) than learners in the hyperlink condition (M = 4.49, SD = 1.2)."

Discussion¶

Learner Variables¶

• Working Memory — outcome: instruction changes it

Related Claims¶

• Learners using annotations report higher self-assessed knowledge gain than learners using hyperlinks — related
• Lower cognitive load mediates the effect of tool type on conceptual understanding, supporting annotation-based conceptual learning only under low load — related
• Tool type shapes learning activity: annotation users perform more macro-actions, hyperlink users more micro-actions — related
• Learners using hyperlinks produce hypervideo products of higher quality than learners using annotations — related