Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non-dynamic v
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Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non‑dynamic visualizations with narrative explanations Marta M. Koć‑Januchta4 · Tim N. Höffler1 · Helmut Prechtl2 · Detlev Leutner3 Accepted: 5 September 2020 © The Author(s) 2020
Abstract The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were randomly assigned to one of two conditions: with or without the possibility to pause, to play, or to fast-forward/rewind the learning environment (self-paced versus system-paced condition). Participants obtained better results when learning with the system-paced environment than with the self-paced one. A significant triple interaction between cognitive style, type of pacing, and type of visualization showed that highly developed visualizers learned poorer with self-paced static pictures than with system-paced static pictures. There were no significant effects regarding verbal cognitive style. Results shed more light on the relation between different levels of interactivity and visual cognitive style, when learning from static pictures. Keywords Interactive learning environments · Interactivity level · Cognitive styles · Animation · Static pictures
* Marta M. Koć‑Januchta marta.koc‑[email protected] 1
IPN – Leibniz Institute for Science and Mathematics Education at Kiel University, Olshausenstr. 62, 24118 Kiel, Germany
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Institute of Biochemistry and Biology, Didactic of Biology, University of Potsdam, Karl‑Liebknecht‑Str. 24‑25, House 26, 14469 Potsdam, Germany
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Department of Instructional Psychology, Faculty of Education Sciences, University of DuisburgEssen, Universitätsstr. 2, 45141 Essen, Germany
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Present Address: Department of Science and Technology (ITN), Media and Information Technology (MIT), Linköping University, Hus Kopparhammaren, G404, Campus Norrköping, 601 74 Norrköping, Sweden
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Contemporary research on learning with multimedia environments shows that the design of multimedia materials has an impact on learning outcome (e.g., Mayer 2017). Among other factors influencing the learning process, type of visualization (dynamic versus nondynamic visualizations: e.g., Höffler and Leutner 2007; Tversky et al. 2002), type of interactivity (system-pacing versus self-pacing: e.g., Hegarty 2004; Schwan and Riempp 2004), or type of modality (written explanatory text versus spoken narration: e.g., Mayer 2008, 2014) have been shown to have an impact. The latter effect demonstrates that using spoken narration facilitates learning from multimedia environments. It is, however, dependent on the type of interactivity/pacing (Tabbers 2002): If the pacing of the animation is determined by the system, an auditory narration le
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