Learner control does not improve retention of the main steps in an animated multimedia instruction¶

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

Subclaims¶

q3 i? Retention scores did not differ significantly between the learner control and no control groups. → 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

In the same randomized experiment, retention of the eight lightning-formation steps did not differ between groups; the article reports "not significant" with t(50) = 0.79, p = .44, and d = 0.22 (d = 0.15 when prior knowledge was subtracted).

"The difference between the two experimental groups on retention was not significant ( t(50) = 0.79, p = .44, Cohen's effect size d = 0.22), not even if the prior knowledge score was subtracted from the retention score (t(50) = 0.55; p = .58, d = 0.15)."

Discussion¶

Related Claims¶

• Learner control does not increase self-reported cognitive involvement with the learning materials — related
• Learner control over pace and order of an animated multimedia instruction improves transfer performance compared with system control — related
• 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
• Segmenting Improves Multimedia Learning — related
• Animations appear to pacify learners: static-picture groups navigated far more actively than the animation group — related