Skip to main content
SpringerLink
Log in

The effects of visual cueing on pictorial and verbal tests through mobile-phone-based animation

  • Published:
Journal of Computers in Education Aims and scope Submit manuscript

Abstract

The purpose of this quasi-experimental study was to examine whether attention cueing can assist learners in learning the structure and functions of the brain. This study investigated the interactive effects of the experimental treatment and learners’ prior knowledge on their test results and cognitive load. Self-regulatory, mobile-phone-based animations depicting the brain comprised the instrument. A total of 55 English as a foreign language learners from two sections of a linguistics course were recruited. First, the participants’ prior knowledge concerning the functions of the brain was assessed. Next, they were randomly assigned into two modes—animation-only or animation-plus-cueing. Immediately, after the treatment period, the participants were administered retention, matching, organization, and transfer test along with cognitive load questionnaire. Experimental treatment and prior knowledge were the independent variables, while comprehension tests, cognitive load, and study time were the dependent variables. The results demonstrated that the learners in the cueing condition outperformed the non-cueing condition for matching and organization test, but not for transfer test. No differences were observed between the cueing and non-cueing condition concerning the cognitive load. The results stressed the importance of presenting relation cueing emphasizing cause–effect relationship on dynamic external representations can facilitate learners’ selection and organization of information so as to enhance general comprehension of external representations.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

Notes

  1. The GEPT (General English Proficiency Test) is developed by Taiwan’s LTTC (Language Training and Testing Center). GEPT tests comprise four levels—elementary, intermediate, high-intermediate and advanced to suit EFL learners of different English proficiency level. The intermediate reading test includes three sections: grammar and structure, cloze test, and reading comprehension. These are a total of 40 multiple-choice questions. The highest possible score for the overall test is 120 with 80 as passing. The GEPT is similar to other international standardized tests, such as TOEFL and TOEIC.

References

  • Amadieu, F., Mariné, C., & Laymay, C. (2011). The attention-guiding effect and cognitive load in the comprehension of animations. Computers in Human Behavior, 27, 36–40.

    Article  Google Scholar 

  • 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, xx(4), 369–388.

    Article  Google Scholar 

  • Boucheix, J. M., & 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, 123–135.

    Article  Google Scholar 

  • Boucheix, J. M., Lowe, R. K., Putri, D. K., & Groff, J. (2013). Cueing animations: Dynamic signaling aids information extraction and comprehension. Learning and Instruction, 25, 71–84.

    Article  Google Scholar 

  • Carter, R. (1998). Mapping the mind. Berkeley, CA: University of California Press.

    Google Scholar 

  • Crooks, S. M., Cheon, J., Inan, F., Ari, F., & Flores, R. (2012). Modality and cueing in multimedia learning: Examining cognitive and perceptual explanations for the modality effect. Computers in Human Behavior, 28, 1063–1071.

    Article  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, 113–140.

    Article  Google Scholar 

  • de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, 20, 111–122.

    Article  Google Scholar 

  • de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2011). Attention cueing in an instructional animation: The Role of presentation speed. Computers in Human Behavior, 27, 41–45.

    Article  Google Scholar 

  • Dorling Kindersley. (2013). Knowledge encyclopedia. London: Dorling Kindersley.

    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.

    Article  Google Scholar 

  • Huk, T., Steinke, M., & Floto, C. (2010). The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions. Intructional Science, 38(5), 455–469.

    Article  Google Scholar 

  • Imhof, B., Scheiter, K., Edelmann, J., & Gerjets, P. (2013). Learning about locomotion patterns: Effective use of multiple pictures and motion indication arrows. Computers and Education, 65, 45–55.

    Article  Google Scholar 

  • Jamet, E. (2014). An eye-tracking study of cueing effects in multimedia learning. Computers in Human Behavior, 32, 47–53.

    Article  Google Scholar 

  • Jamet, E., Gavota, M., & Quaireau, C. (2008). Attention guiding in multimedia learning. Learning and Instruction, 18, 135–145.

    Article  Google Scholar 

  • Jian, Y. C., Wu, C. J., & Su, J. H. (2014). Learners’ eye movements during construction of mechanical kinematic representations from static diagrams. Learning and Instruction, 32, 51–62.

    Article  Google Scholar 

  • Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351–371.

    Article  Google Scholar 

  • Kriz, S., & Hegarty, M. (2007). Top-down and bottom-up influences on learning from animation. International Journal of Human–Computer Studies, 65, 911–930.

    Article  Google Scholar 

  • Kühl, T., Scheiter, K., Gerjets, P., & Gemballa, S. (2011). Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? Computers and Education, 56, 176–187.

    Article  Google Scholar 

  • Lin, L., & Atkinson, R. K. (2011). Using animations and visual cueing to support learning and scientific concepts and processes. Computers and Education, 56, 650–658.

    Article  Google Scholar 

  • Lindner, M. A., Eitel, A., Strobel, B., & Koller, O. (2017). Identifying processes underlying the multimedia effect in testing: An eye-movement analysis. Learning and Instruction, 47, 91–102.

    Article  Google Scholar 

  • Lowe, R. K., & Boucheix, J. M. (2008a). Learning from animated diagrams: How are mental models built? In G. Stapleton, J. Howse, & J. Lee (Eds.) Diagrams 2008. LNCS (LNAI, Vol. 5223, pp. 266–281). Heidelberg: Springer.

  • Lowe, R. K., & Boucheix, J. M. (2008b). Supporting relational processing in complex animated diagrams. In G. Stapleton, J. Howse, & J. Lee (Eds.), Diagrammatic representation and inference (pp. 391–394). Berlin: Springer.

    Chapter  Google Scholar 

  • Lowe, R. K., Boucheix, J. M. (2010). Attention direction in static and animated diagrams. In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.) Diagrammatic representation and inference. Lecture notes in computer science (Vol. 6170, pp. 250–256). Berlin: Springer.

    Chapter  Google Scholar 

  • Lowe, R. K., & Boucheix, J. M. (2011). Cueing complex animations: Does direction of attention foster learning processes? Learning and Instruction, 21, 650–663.

    Article  Google Scholar 

  • Lowe, R. K., & Boucheix, J. M. (2012). Dynamic diagrams: A composition alternative. In P. Cox, B. Plimmer, & P. Rodgers (Eds.) Diagrammatic representation and inference. Diagrams 2012. Lecture notes in computer science (Vol. 7352). Berlin: Springer.

    Chapter  Google Scholar 

  • Lowe, R. K., & Boucheix, J. M. (2016). Principled animation design improves comprehension of complex dynamics. Learning and Instruction, 45, 72–84.

    Article  Google Scholar 

  • Lowe, R. K., Schnotz, W., & Rasch, T. (2011). Aligning affordances of graphics with learning task requirements. Applied Cognitive Psychology, 25, 452–459.

    Article  Google Scholar 

  • Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, MA: Cambridge University Press.

    Book  Google Scholar 

  • Mayer, R. E., & Moreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive load theory (pp. 131–152). New York: Cambridge University Press.

    Chapter  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, 110–117.

    Article  Google Scholar 

  • Ozcelik, E., Karakus, T., Kursun, E., & Cagiltay, K. (2009). An eye-tracking study of how color coding affects multimedia learning. Computers and Education, 53, 445–453.

    Article  Google Scholar 

  • Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach. Journal of Educational Psychology, 84, 429–434.

    Article  Google Scholar 

  • Ploetzner, R., & Lowe, R. (2012). A systematic characterisation of expository animations. Computers in Human Behavior, 28, 781–794.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Tversky, B., Morisson, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human–Computer Studies, 57, 247–262.

    Article  Google Scholar 

  • Wu, M. L., & Tu, J. T. (2006). SPSS and statistical application analysis. Taipei: Wu-Nan.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Foreign Language Department, Fujian University of Technology, No. 3, Xue-Yuan Rd., Fuzhou, Fujian Province, China

    Hui-Yu Yang

Authors
  1. Hui-Yu Yang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hui-Yu Yang.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Yang, HY. The effects of visual cueing on pictorial and verbal tests through mobile-phone-based animation. J. Comput. Educ. 5, 393–414 (2018). https://doi.org/10.1007/s40692-018-0113-1

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40692-018-0113-1

Keywords

Search

Navigation