Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access

Improving Learning Outcome with Segmentation and Cueing


Affiliations
1 Chitkara University Institute of Engineering & Technology, Chitkara University, Punjab, India
 

   Subscribe/Renew Journal


The computer animations certainly help in deeply understanding the complex concepts. Moreover, computer animations are broadly used for nearly all subject disciplines. Some past studies highlighted that comprehension can be improved by deploying effective design principles within the computer animations. Thus, this study is aimed at finding the effectiveness of design principles particularly when segmentation and cueing design principles are served together within computer animations. A quantitative experimental study was designed and conducted. A total of 56 students willingly participated in the study which were then randomly divided into two groups of 28 students each. Both groups got different treatments and after the post-test the independent t-test was applied on the quantitative data and it was observed that modern animations made with segmentation and cueing design principles were more effective as compared to conventional animations. The mean post-test score of group-1 (M=7.6429, SD=0.95) who was treated with modern animations was comparatively much higher than the group-2 (M=5.5000, SD=1.13). The limitation of the present study is that it did not consider the individual growth of students. In fact, cumulative group scores were measured. The implication of the present study is that it can certainly support the educational institutions in designing effective animations which in turn can improve the learning outcome.

Keywords

Computer Animations, Effective Design Principles, Segmentation and Cueing.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Ali, A. Z. M., & Madar, A. R. (2010). Effects of segmentation of instructional animation in facilitating learning. Journal of Technical Education and Training, 2(2), 15-29.

  • 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.

  • Arslan-Ari, I. (2018). Learning from instructional animations: How does prior knowledge mediate the effect of visual cues? Journal of Computer Assisted Learning, 34(2), 140–149.

  • Berney, S., & Bétrancourt, M. (2016). Does animation enhance learning? A meta-analysis. Computers & Education, 101, 150–167.

  • Biard, N., Cojean, S., & Jamet, E. (2018). Effects of segmentation and pacing on procedural learning by video. Computers in Human Behavior, 89, 411–417.

  • Boucheix, J.-M., & 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.

  • De Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2011). Improved effectiveness of cueing by self-explanations when learning from a complex animation. Applied Cognitive Psychology, 25(2), 183–194.

  • Fischer, S., Lowe, R. K., & Schwan, S. (2008). Effects of presentation speed of a dynamic visualization on the understanding of a mechanical system. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 22(8), 1126–1141.

  • Fong, S. F. (2013). Effects of segmented animated graphics among students of different spatial ability levels: A cognitive load perspective. TOJET: The Turkish Online Journal of Educational Technology, 12(2).

  • Ganesh, K. E., & Pranesha, T. S. (2018). Enhancement of Learning Outcomes through Implementation of best practices in Teaching Learning Process: A case study. Journal of Engineering Education Transformations, 32(1), 12–14.

  • Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 21(6), 713–729.

  • Kaushal, R. K., & Panda, S. N. (2019). A Meta Analysis on Effective Conditions to Offer Animation Based Teaching Style. Malaysian Journal of Learning and Instruction, 16(1), 129–153.

  • Kaushal, R., Panda, S. N., & Kumar, N. (2020). Proposing Effective Framework for Animation Based Learning Environment for Engineering Students. Journal of Engineering Education Transformations.

  • Khacharem, A. (2017). Top-down and bottom-up guidance in comprehension of schematic football diagrams. Journal of Sports Sciences, 35(12), 1204–1210.

  • Lee, E. A.-L., & Wong, K. W. (2014). Learning with desktop virtual reality: Low spatial ability learners are more positively affected. Computers & Education, 79, 49–58.

  • Lin, L., Atkinson, R. K., Savenye, W. C., & Nelson, B. C. (2016). Effects of visual cues and self-explanation prompts: empirical evidence in a multimedia environment. Interactive Learning Environments, 24(4), 799–813.

  • McEldoon, K. L., Durkin, K. L., & RittleJohnson, B. (2013). Is self-explanation worth the time? A comparison to additional practice. British Journal of Educational Psychology, 83(4), 615–632.

  • Nguyen, N., Nelson, A. J., & Wilson, T. D. (2012). Computer visualizations: Factors that influence spatial anatomy comprehension. Anatomical Sciences Education, 5(2), 98–108.

  • Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4.

  • Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12(1), 61–86.

  • Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). A meta-analysis of how signaling affects learning with media. Educational Research Review, 23, 1–24.

  • Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469–508.

  • Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010a). A closer look at split visual attention in system-and self-paced instruction in multimedia learning. Learning and Instruction, 20(2), 100–110.

  • Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010b). Explaining the modality and contiguity effects : New insights from investigating students' viewing behaviour. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 24(2), 226–237.

  • Spanjers, I. A. E., Wouters, P., Van Gog, T., & Van Merrienboer, J. J. G. (2011). An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior, 27(1), 46–52.

  • Stebner, F., Kühl, T., Höffler, T. N., Wirth, J., & Ayres, P. (2017). The role of process information in narrations while learning with animations and static pictures. Computers & Education, 104, 34–48.

  • Van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5–13.

  • Xie, H., Wang, F., Zhou, Z., & Wu, P. (2016). Cueing effect in multimedia learning: A metaanalysis. Acta Psychologica Sinica, 48(5), 540–555.


Abstract Views: 283

PDF Views: 142




  • Improving Learning Outcome with Segmentation and Cueing

Abstract Views: 283  |  PDF Views: 142

Authors

Rajesh Kumar Kaushal
Chitkara University Institute of Engineering & Technology, Chitkara University, Punjab, India
Naveen Kumar
Chitkara University Institute of Engineering & Technology, Chitkara University, Punjab, India
Surya Narayan Panda
Chitkara University Institute of Engineering & Technology, Chitkara University, Punjab, India
Priyanka Datta
Chitkara University Institute of Engineering & Technology, Chitkara University, Punjab, India
Jyoti Sharma
Chitkara University Institute of Engineering & Technology, Chitkara University, Punjab, India

Abstract


The computer animations certainly help in deeply understanding the complex concepts. Moreover, computer animations are broadly used for nearly all subject disciplines. Some past studies highlighted that comprehension can be improved by deploying effective design principles within the computer animations. Thus, this study is aimed at finding the effectiveness of design principles particularly when segmentation and cueing design principles are served together within computer animations. A quantitative experimental study was designed and conducted. A total of 56 students willingly participated in the study which were then randomly divided into two groups of 28 students each. Both groups got different treatments and after the post-test the independent t-test was applied on the quantitative data and it was observed that modern animations made with segmentation and cueing design principles were more effective as compared to conventional animations. The mean post-test score of group-1 (M=7.6429, SD=0.95) who was treated with modern animations was comparatively much higher than the group-2 (M=5.5000, SD=1.13). The limitation of the present study is that it did not consider the individual growth of students. In fact, cumulative group scores were measured. The implication of the present study is that it can certainly support the educational institutions in designing effective animations which in turn can improve the learning outcome.

Keywords


Computer Animations, Effective Design Principles, Segmentation and Cueing.

References





DOI: https://doi.org/10.16920/jeet%2F2021%2Fv35i1%2F153392