Effects of visual cues and self-explanation prompts: empirical evidence in a multimedia environment

References

• Amadieu, F., Mariné, C., & Laimay, C. (2011). The attention-guiding effect and cognitive load in the comprehension of animations. Computers in Human Behavior, 27(1), 36–40. doi: 10.1016/j.chb.2010.05.009
   Web of Science ®Google Scholar
• Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774–783. doi: 10.1037/0022-0663.95.4.774
   Web of Science ®Google Scholar
• Baron, R. M., & Kenny, D. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. doi: 10.1037/0022-3514.51.6.1173
   PubMed Web of Science ®Google Scholar
• Berthold, K., Eysink, T., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science, 37(4), 345–363. doi: 10.1007/s11251-008-9051-z
   Web of Science ®Google Scholar
• Berthold, K., & Renkl, A. (2009). Instructional aids to support a conceptual understanding of multiple representations. Journal of Educational Psychology, 101(1), 70–87. doi: 10.1037/a0013247
   Web of Science ®Google Scholar
• Boucheix, J., & Guignard, H. (2005). What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation. European Journal of Psychology of Education, 20(4), 369–388. doi: 10.1007/BF03173563
   Web of Science ®Google Scholar
• Boucheix, J., & Lowe, R. K. (2010). An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations. Learning and Instruction, 20(2), 123–135. doi: 10.1016/j.learninstruc.2009.02.015
   Web of Science ®Google Scholar
• Brünken, R., Plass, J., & Moreno, R. (2010). Current issues and open questions in cognitive load research. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 253–272). New York: Cambridge University Press.
   Google Scholar
• Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25(4), 471–533. doi: 10.1207/s15516709cog2504_1
   Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: L. Erlbaum Associates.
   Google Scholar
• Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119–142. doi: 10.1111/j.1467-6494.1994.tb00797.x
   PubMed Web of Science ®Google Scholar
• Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science, 32(1–2), 33–58. doi: 10.1023/B:TRUC.0000021809.10236.71
   Web of Science ®Google Scholar
• Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16(2), 104–121. doi: 10.1016/j.learninstruc.2006.02.007
   Web of Science ®Google Scholar
• Große, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning and Instruction, 16(2), 122–138. doi: 10.1016/j.learninstruc.2006.02.001
   Web of Science ®Google Scholar
• Hart, S. G., & Staveland, L. E. (1988). Development of NASA-TLX (task load index): Results of experimental and theoretical research. In P. A. Hancock & N. Meshkati (Eds.), Human mental workload (pp. 139–183). Amsterdam: North-Holland.
   Google Scholar
• Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition and Instruction, 21(4), 325–360. doi: 10.1207/s1532690xci2104_1
   Web of Science ®Google Scholar
• Hu, L., & Bentler, M. B. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. doi: 10.1080/10705519909540118
   Web of Science ®Google Scholar
• Jamet, E., Gavota, M., & Quaireau, C. (2008). Attention guiding in multimedia learning. Learning and Instruction, 18(2), 135–145. doi: 10.1016/j.learninstruc.2007.01.011
   Web of Science ®Google Scholar
• Jeung, H., Chandler, P., & Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology, 17(3), 329–343. doi: 10.1080/0144341970170307
   Google Scholar
• Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351–371. doi: 10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6
   Web of Science ®Google Scholar
• de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, 21(6), 731–746. doi: 10.1002/acp.1346
   Web of Science ®Google Scholar
• de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21(2), 113–140. doi: 10.1007/s10648-009-9098-7
   Web of Science ®Google Scholar
• de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010a). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, 20(2), 111–122. doi: 10.1016/j.learninstruc.2009.02.010
   Web of Science ®Google Scholar
• de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010b). Improved effectiveness of cueing by self-explanations when learning from a complex animation. Applied Cognitive Psychology, 25, 183–194. doi: 10.1002/acp.1661
   Web of Science ®Google Scholar
• de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010c). Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations. Computers & Education, 55(2), 681–691. doi: 10.1016/j.compedu.2010.02.027
   Web of Science ®Google Scholar
• Leutner, D. (2014). Motivation and emotion as mediators in multimedia learning. Learning and Instruction, 29, 174–175. doi: 10.1016/j.learninstruc.2013.05.004
   Web of Science ®Google Scholar
• Lin, L., & Atkinson, R. K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Computers & Education, 56(3), 650–658. doi: 10.1016/j.compedu.2010.10.007
   Web of Science ®Google Scholar
• Lin, X., & Lehman, J. D. (1999). Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36(7), 837–858. doi: 10.1002/(SICI)1098-2736(199909)36:7<837::AID-TEA6>3.0.CO;2-U
   Web of Science ®Google Scholar
• Lowe, R., & Boucheix, J. (2011). Cueing complex animations: Does direction of attention foster learning processes? Learning and Instruction, 21, 650–663. doi: 10.1016/j.learninstruc.2011.02.002
   Web of Science ®Google Scholar
• Mautone, P. D., & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93(2), 377–389.
   Google Scholar
• Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). New York: Cambridge University Press.
   Google Scholar
• Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
   Google Scholar
• Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171–173. doi: 10.1016/j.learninstruc.2013.04.003
   Web of Science ®Google Scholar
• Mayer, R. E., Dow, G. T., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology, 95(4), 806–812. doi: 10.1037/0022-0663.95.4.806
   Web of Science ®Google Scholar
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. doi: 10.1207/S15326985EP3801_6
   Web of Science ®Google Scholar
• Moreno, R. (2009). Learning from animated classroom exemplars: The case for guiding student teachers’ observations with metacognitive prompts. Educational Research and Evaluation, 15(5), 487–501. doi: 10.1080/13803610903444592
   Google Scholar
• Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326. doi: 10.1007/s10648-007-9047-2
   Web of Science ®Google Scholar
• Moreno, R., & Mayer, R. (2010). Techniques that increase generative processing in multimedia learning: Open questions for cognitive load research. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 153–177). New York: Cambridge University Press.
   Google Scholar
• Moreno, R., & Mayer, R. E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97(1), 117–128. doi: 10.1037/0022-0663.97.1.117
   Web of Science ®Google Scholar
• Ozcelik, E., Arslan-Ari, I., & Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior, 26(1), 110–117. doi: 10.1016/j.chb.2009.09.001
   Web of Science ®Google Scholar
• Ozcelik, E., Karakus, T., Kursun, E., & Cagiltay, K. (2009). An eye-tracking study of how color coding affects multimedia learning. Computers & Education, 53(2), 445–453. doi: 10.1016/j.compedu.2009.03.002
   Web of Science ®Google Scholar
• Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. doi: 10.1207/S15326985EP3801_1
   Web of Science ®Google Scholar
• Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128–140. doi: 10.1016/j.learninstruc.2013.02.006
   Web of Science ®Google Scholar
• Rey, G. D., & Buchwald, F. (2011). The expertise reversal effect: Cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17(1), 33–48.
   PubMed Web of Science ®Google Scholar
• Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181–221. doi: 10.3102/00346543066002181
   Web of Science ®Google Scholar
• Roy, M., & Chi, M. T. H. (2005). The self-explanation principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 271–286). New York: Cambridge University Press.
   Google Scholar
• Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450–461. doi: 10.1037/0022-3514.43.3.450
   Web of Science ®Google Scholar
• Schnotz, W., Fries, S., & Horz, H. (2009). Motivational aspects of cognitive load theory. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 69–96). New York: Hogrefe & Huber.
   Google Scholar
• Schnotz, W., & Kurschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469–508. doi: 10.1007/s10648-007-9053-4
   Web of Science ®Google Scholar
• Sweller, J., van Merrienboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. doi: 10.1023/A:1022193728205
   Web of Science ®Google Scholar
• Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2009). Observational learning from animated models: Effects of modality and reflection on transfer. Contemporary Educational Psychology, 34(1), 1–8. doi: 10.1016/j.cedpsych.2008.03.001
   Web of Science ®Google Scholar