Can the cognitive load approach make instructional animations more effective?

被引：82
作者：
Ayres, Paul [1 ]
Paas, Fred
机构：
[1] Univ New S Wales, Sch Educ, Sydney, NSW 2052, Australia
[2] Open Univ, Educ Technol Expertise Ctr, Heerlen, Netherlands
[3] Erasmus Univ, NL-3000 DR Rotterdam, Netherlands
来源：
APPLIED COGNITIVE PSYCHOLOGY | 2007年 / 21卷 / 06期
关键词：
D O I：
10.1002/acp.1351
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
The papers in this themed issue have investigated methods to make animations more effective. The purpose of this paper is to discuss each of the seven empirical papers. The discussion focuses on how they dealt with cognitive load during instruction and problem solving. Critical observations are made on each paper and avenues for future research are proposed. From the overall collection of papers a number of key results are identified and used as a basis for recommending principles for developing effective instructional animations. Lastly, a number of design issues are discussed in the context of enhancing future research in this field. Copyright (c) 2007 John Wiley & Sons, Ltd.
引用
收藏
页码：811 / 820
页数：10
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