Learner flow control over animations is rarely used, and the authors report no correlation between its use and knowledge-test results although the printed Spearman r is 0.464¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The authors report that navigation activity in the animation+voice setting did not correlate with knowledge test results (printed Spearman r = 0.464, no significance test), and participants rarely used the stop/play flow control, leading to rejection of the cognitive-load-reduction hypothesis. → Guttormsen Schär 2007
Evidence¶
Guttormsen Schär 2007¶
Guttormsen Schär, S., & Zimmermann, P. G. (2007). Investigating Means to Reduce Cognitive Load from Animations: Applying Differentiated Measures of Knowledge Representation. Journal of Research on Technology in Education, 40(1), 64–78. https://eric.ed.gov/?id=EJ826063 doi:10.1080/15391523.2007.10782497
q2 · i? · causal · r1
Correlation analysis between logged use of navigation elements (stop, start, spooling) and re-coded mean knowledge test results in the AV group. The article reports no correlation, though the printed Spearman r = 0.464 is unusually high for that conclusion; no significance test is printed.
"There was no correlation between the navigation activities in the AV setting and the knowledge tests (Spearmans Rank Korrelation, r=0.464)."
Discussion¶
Related Claims¶
- Segmenting multimedia instruction into learner-paced segments improves retention and transfer performance with small-to-medium effects — the general claim this finding bears on, with the studies behind it
- Animations appear to pacify learners: static-picture groups navigated far more actively than the animation group — related
- Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — reports the opposite
- Control students rarely used the optional game, while treatment students logged in as expected — related
- Learner control does not improve retention of the main steps in an animated multimedia instruction — related
- Learner control over pace and order of an animated multimedia instruction improves transfer performance compared with system control — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
flow-control-unused-no-learning-correlation |
title |
Learner flow control over animations is rarely used, and the authors report no correlation between its use and knowledge-test results although the printed Spearman r is 0.464 |
description |
Learner flow control over animations is rarely used, and the authors report no correlation between its use and knowledge-test results although the printed Spearman r is 0.464 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2007 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — guttormsen-schär-2007 |
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