Investigation of the effectiveness of common representational formats in online learner-paced software training materials

ABSTRACT

The popularity of online learning has made web-based software training materials the primary learning resources adopted by computer users. Thus, this study aimed to investigate the effectiveness of various common representational formats of web-based instructions. The formats included static (textual manual with screenshots) and dynamic (animated demonstration, AD) instructions. The findings suggested that in learner-paced learning with sufficient learning time (a) both narrated and captioned AD formats tended to increase transfer performance; (b) the segmenting principle likely became less important for the static format; and (c) the modality principle likely became less important for the AD format. Implications for determining optimal AD segment length for student engagement and suggestions for possible factors to be included in future research are offered accordingly.

KEYWORDS:

• Web-based instruction
• cognitive theory of multimedia learning
• animated demonstration
• software training materials

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Ministry of Science and Technology in Taiwan [NSC102-2511-S-142 -015].

Notes on contributors

Chun-Ying Chen

Chun-Ying Chen is a professor in the Center for General Education at National Taichung University of Education in Taiwan. She earned her PhD in the Educational Technology Program at Texas A&M University, College Station, TX, USA. Her research interests are web-based instructions, multimedia/hypermedia learning, computer-supported collaborative learning, and computer-mediated communications.

Ying-Hsing Yang

Ying-Hsing Yang is an associate professor in the Department of Education at National Taichung University of Education in Taiwan. His research interests include instructional assessment and teacher education.