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The Scrollbar and Learner-control of Instructional Animations: Some Exploratory Studies
PROCEEDINGS

, University of New South Wales, Australia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Two experiments involving the use of a scrollbar in an instructional setting were undertaken with a view to clarifying some of the conditions under which a scrollbar may prove to be an optimal means of interactivity. In the first experiment, the effectiveness of a “visually and semantically indexed scrollbar” for the assimilation of complex information was investigated. The second experiment studied the effect of using either “scrollbar-enabled” or “computer-controlled” animations on immediate recall of a procedural task. Despite the lack of significant quantitative differences between test conditions a number of conclusions regarding the use of the scrollbar in an educational setting became apparent. Future research may need to include the “pre-training” of participants on the effective use of a scrollbar, examining the role of learner prior knowledge, and using participants with specific deficiencies in cognitive processing.

Citation

Hatsidimitris, G. (2010). The Scrollbar and Learner-control of Instructional Animations: Some Exploratory Studies. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1744-1749). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

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