Learner control substantially increases time-on-task in animated multimedia instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q3 i? All participants in the learner control condition spent more time on the lesson than the fixed 210.6 s duration of the system-paced version. → 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 · i? · causal · r2
Log-file analysis of the learner control group (n = 26) showed every participant exceeded the 210.6 s system-paced duration; mean time-on-task was 359.7 s (SD 122.3), with large variance up to 717.2 s.
"When looking at time-on-task, the results show that all participants in the learner control condition had spent more time on the multimedia lesson than the 210.6 s in the condition without learner control (t(25) = 6.22, p< .001)."
Discussion¶
Learner Variables¶
- Time and Continuity — outcome: instruction changes it
Related Claims¶
- Learner control over pace and order of an animated multimedia instruction improves transfer performance compared with system control — 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
- Segmenting complex dynamic visualizations into pieces with pauses improves learning outcomes, especially transfer performance, at least for novices, compared with non-segmented presentations — related
- Engage-to-Unlock redistributed effort across tasks: participants spent more time writing and less time evaluating, without increasing overall task duration — related
- Segmenting Improves Multimedia Learning — related
- Segmenting principle: learner-paced segments of narrated animation improve transfer over continuous presentation — related
- Segmentation increases learning time — related
- Self-explanation substantially increases time on task, raising questions about its efficiency — related
- All four original multimedia experiments showed a main effect favoring the dynamic visualization, especially for transfer tasks — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learner-control-increases-time-on-task |
title |
Learner control substantially increases time-on-task in animated multimedia instruction |
description |
Learner control substantially increases time-on-task in animated multimedia instruction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — huib-k-tabbers-2010 |
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