ruhr-university bochum - Cognitive Load Conference 2009 - Learning from animations and static pictures: The impact of spatial ability and cognitive load impact of spatial ability and cognitive load Ferdinand Stebner, Morena Lebens & Joachim Wirth Ruhr-University Bochum Maria Opfermann Duisburg-Essen University
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ruhr-university bochum
- Cognitive Load Conference 2009 -
Learning from animations and static pictures: The impact of spatial ability and cognitive loadimpact of spatial ability and cognitive load
Ferdinand Stebner, Morena Lebens & Joachim WirthRuhr-University Bochum
Maria OpfermannDuisburg-Essen University
ruhr-university bochum
Aims and objectives of the current study
Learning with animations and static pictures: Gaining an insight aboutthe impact of the type of visualization and different aspects of spatialability on
Theoretical backgroundAnimations vs. static pictures: Heterogeneous findings of research(Betrancourt & Tversky, 2000; Höffler & Leutner, 2007)
– „[…] we need to focus more attention on student‘s internal visualization abilities“ (Hegarty, 2004, S. 349).
Two key factors of spatial ability (Carroll, 1993)– Visualization (Paper Folding Test (PFT); Ekstrom et al., 1976)– Spatial Relations (Card Rotation Test (CRT); Ekstrom et al., 1976)
– …
The impact of spatial ability for multimedia learning– Ability-as-enhancer/ Ability-as-compensator hypothesis (Mayer & Sims, 1994)
P F ldi T d C d R i T– Paper-Folding Test and Card Rotation Test (e.g. Brünken et al., 2000; Höffler, 2007; Mayer & Massa, 2003; Mayer & Sims, 1994)
Höffler (2007): Learning with dynamic visualizations
– Ability-as-compensator effect with Paper Folding TestNo interactions with Card Rotation Test– No interactions with Card Rotation Test
The ability to order static information into a meaningful sequence:
– Is this the reason for Höffler‘s varying impact of the spatial abilityIs this the reason for Höffler s varying impact of the spatial ability tests?
– Does this ability lead to higher learning outcome and higher mental– Does this ability lead to higher learning outcome and higher mental efficiency, especially when learning with static pictures?
Descriptive Results: ATI Interactions (condition*spatial ability)−Ability-as-compensator effect
Hi h ti l bilit t d t t di d t f t ti i t− High spatial ability students compensate disadvantages of static pictures− Especially low ability students benefit from animations
Discussion and implicationsThe ability measured by our new test leads learners to higher learning outcome as well as to higher mental efficiency.
On a descriptive level, this ability seems to compensate the disadvantages of static pictures in comparison to animations.
Using this instrument enables researchers to derive a more sophisticated view on the requirements of animations and static pictures p q pand also on spatial ability and its classification.
Measuring spatial ability requires researchers to choose the appropriateMeasuring spatial ability requires researchers to choose the appropriate tests.
Future researchFuture research
– Replication with a new posttest and/ or different sample
– Replication with different learning contents/ environmentsReplication with different learning contents/ environments
– Validating our new test by combining with different [email protected] 13
LiteratureAyres, P., & Paas, F. (2007). Making instructional animations more effective: A cognitive load approach. Applied Cognitive
Psychology, 21, 695–700.
Betrancourt, M. (2005). The animation and interactivity principles in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp 287–296) Cambridge: Cambridge University Presshandbook of multimedia learning (pp. 287 296). Cambridge: Cambridge University Press.
Betrancourt, M., & Tversky, B. (2000). Effect of computer animation on users' performance: A review. Le Travail Humain, 63(4), 311–329.
Brünken, R., Steinbacher, S., & Leutner, D. (2000). Räumliches Vorstellungsvermögen und Lernen mit Multimedia. In D. Leutner & R.Brünken, R., Steinbacher, S., & Leutner, D. (2000). Räumliches Vorstellungsvermögen und Lernen mit Multimedia. In D. Leutner & R. Brünken (Eds.), Neue Medien in Unterricht, Aus- und Weiterbildung, Neue Medien in Unterricht, Aus- und Weiterbildung (pp. 37–46). Münster: Waxmann.
Carroll, J. B. (1993). Human cognitive abilities. New York: Cambridge University Press.
Ekstrom, R. B., French, J. W., & Harman, H. H. (1976). Manual for kit of factor-referenced cognitive tests. Princeton: Educational Testing Service.
Höffler, T. N. (2007). Lernen mit dynamischen Visualisierungen: Metaanalyse und experimentelle Untersuchungen zu einem naturwissenschaftlichen Lerninhalt. Essen, unveröffentlichte Dissertation.
Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference. Journal of Educational Psychology, 95(4), 833–846.
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words?: Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389–401.
Paas, F. G. W. C., & van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors, 35(4), 737–743.