The Effect of Prior Knowledge and Navigation Mode on Learning from Animation: A cognitive load perspective
Huifen Lin, Kun Shan University, Taiwan ; Yu-Hui Ching, Yu-Chang Hsu, Francis Dwyer, The Pennsylvania State University, United States
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
An experimental study was designed and implemented to investigate the effect of prior knowledge (high versus low) and navigation mode (linear versus nonlinear) on students' learning from animation. Specifically, the research investigated if different navigation modes can be used to compensate learning for students with various level of entry knowledge. Sixty-eight undergraduate students enrolled in an eastern university consisted of the subjects. After taking a prior knowledge test, students were randomly assigned to one of the animated lessons in which either liner or nonlinear navigation was utilized to learn the material. The results indicated that the interactive effect of prior knowledge and navigation mode on learning was not statistically significant. However, students with higher prior knowledge scored significantly higher than those with lower prior knowledge consistently in four tests. Mode of navigation did not have an effect on student's learning from animated lesson.
Lin, H., Ching, Y.H., Hsu, Y.C. & Dwyer, F. (2006). The Effect of Prior Knowledge and Navigation Mode on Learning from Animation: A cognitive load perspective. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 540-546). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)