Studies naar effect van segmentatie
van een animatie of instructiefilm
Bijlage bij: Spanjers, I., Leppink, J., Merrienboer, J. van & Gog, T. van. (2014). Waarom leren
leerlingen meer van animaties met pauzes? 4W. Weten wat werkt en waarom, 3(3), 14-21.
8
7
Aantal studies
6
5
4
3
2
1
0
Klein tot medium
Medium tot groot
Groot
Figuur 1: Studies met een klein tot medium effect, een medium tot groot effect
en een groot effect voor segmentatie van een animatie of instructievideo.
Groot
1. Fong, S.F. (2013). Effects of segmented animated graphics among students of different spatial ability
levels: A cognitive load perspective. The Turkish Online Journal of Educational Technology, 12, 89-96.
2. 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, 806-812. [studie 2b]
3. 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), 15-28
Medium tot groot
4. Hasler, B.S., Kersten, B. & Sweller, J. (2007). Learner control, cognitive load and instructional
animations. Applied Cognitive Psychology, 21, 713-729.
5. 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, 806-812. [studie 2a]
6. Moreno, R. (2007). Optimising learning from animations by minimising cognitive load; Cognitive and
affective cosnequences of signalling and segmentation methods. Applied Cognitive Psychology, 21,
765-781. [studie 2]
7. Wong, A., Leahy, W., Marcus, N. & Sweller, J. (2012). Cognitive load theory, the transient information
effect and e-learning. Learning and Instruction, 22, 449-457. [studie 1]
8. Ali, A.Z.M. (2010). Effects of teacher controlled segmented animation presentation in facilitating
learning. Journal of Educational Multimedia and Hypermedia, 19, 367-378.
[zie ook: Ali, A.Z.M. (2013). Effects of segmented animation in projected presentation condition.
Educational Technology & Society, 16, 234-245.]
9. Fong, S.F. & Lily, L.P.L. (2010). Effects of segmented animation among students of different anxiety
levels: A cognitive load perspective. Malaysian Journal of Educational Technology, 10, 91-100.
[zie ook: Fong, S.F., Lily, L.P.L. & Por, F.P. (2012). Reducing cognitive overload among students of
different anxiety levels using segmented animation. Procedia – Social and Behavioral Sciences, 47,
1448-1456.]
10.Moreno, R. (2007). Optimising learning from animations by minimising cognitive load; Cognitive and
affective cosnequences of signalling and segmentation methods. Applied Cognitive Psychology, 21,
765-781. [studie 1]
Klein tot medium
11.Boucheix, J.-M. & Schneider, E. (2009). Static and animated presentations in learning dynamic
mechanical systems. Learning and Instruction, 19, 112-127. [studie 2]
12.Spanjers, I.A.E., Van Gog, T., Wouters, P. & Merriënboer, J.J.G. van. (2012). Explaining the segmen­
tation effect in learning from animations: The role of pausing and temporal cueing. Computers &
Education, 59, 274-280.
13.Mayer, R.E. & Chandler, P. (2001). When learning is just a click away: Does simple user interaction
foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390-397.
[studie 2]
14.Spanjers, I.A.E., Wouters, P., Van Gog, T. & Merriënboer, J.J.G. van. (2011). An expertise reversal effect
of segmentation in learning from animated worked-out examples. Computers in Human Behavior, 27,
46-52.