Intensity of learner control use relates to retention gains but not to transfer performance¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Knowledge increase correlated significantly with number of slides viewed (r = .47) and menu clicks (r = .46), but interactive behavior measures showed no significant correlation with transfer. → Huib K. Tabbers 2010

Evidence¶

Huib K. Tabbers 2010¶

Huib K. Tabbers, Bastiaan de Koeijer. (2010). Learner control in animated multimedia instructions. Instructional Science, 38, 441–453. https://doi.org/10.1007/s11251-009-9119-4

q3 · i3 · causal · r2

Correlational analysis in the learner control group (n = 26), controlling prior knowledge by subtraction. Knowledge increase correlated r = .47 with slides viewed and r = .46 with menu clicks; correlations with transfer and cognitive involvement were not significant.

"This way we only looked at the actual knowledge increase, which still had a significant correlation of .47 ( p = .02) with number of slides viewed, a significant correlation of .46 (p = .02) with number of menu clicks, and non-significant correlations of .27 with total time-on-task and .29 with number of narration segments."

Discussion¶

Related Claims¶

• Prior knowledge, but not interest or estimated prior knowledge, predicts use of learner control options — related
• Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — related
• Animations appear to pacify learners: static-picture groups navigated far more actively than the animation group — related