Learner control over pace and order of an animated multimedia instruction improves transfer performance compared with system control¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Participants with learner control scored higher on a transfer test than participants without learner control (d = 0.50). → 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 · i2 · causal · r2

Randomized experiment with 52 university students assigned to learner-control or no-control versions of a slideshow lesson on lightning formation. The learner control group outperformed the no control group on transfer, "d = 0.50", with means of 2.7 versus 2.1.

"On the transfer test however, the difference between groups was significant in the expected direction ( t(50) = 1.77, p = .04, one-sided, d = 0.50), with the participants in the learner control group having higher scores than the participants in the no control group ( M = 2.7 and M = 2.1, respectively)."

Discussion¶

Related Claims¶

• Segmenting principle: learner-paced segments of narrated animation improve transfer over continuous presentation — related
• Segmenting Improves Multimedia Learning — 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
• Learner control substantially increases time-on-task in animated multimedia instruction — related
• Learner control does not improve retention of the main steps in an animated multimedia instruction — related
• The segmenting, cognitive-load, and learning-time effects are confirmed for system-paced segmentation — related
• Segmenting complex dynamic visualizations into pieces with pauses improves learning outcomes, especially transfer performance, at least for novices, compared with non-segmented presentations — a broader claim this one bears on
• 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 — related
• All four original multimedia experiments showed a main effect favoring the dynamic visualization, especially for transfer tasks — related