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Effect of Different Chunking Strategies in Complementing Animated Instruction
PROCEEDINGS

, , , , , , Penn State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this study was to examine the instructional effectiveness of different chunking strategies used to complement animated instruction in facilitating higher level learning tasks. 120 undergraduates were randomly assigned to two treatment groups and one control group containing different levels of chunking. The treatment groups received either simple or complex chunked animated programmed instruction. The control group received only programmed instruction. Dependent measures were achievement scores on four individual criterion measures (drawing, identification, terminology and comprehension.) The instruction was presented online in a computer lab setting. Analysis of Variance (ANOVA) was used on achievement scores on each dependent measure. An alpha level of 0.05 was used. Results indicated that chunking is an important instructional variable in complementing animated instruction and that different types of chunking are differentially effective.

Citation

Munyofu, M., Swain, W.J., Ausman, B.D., Lin, H., Kidwai, K. & Dwyer, F. (2004). Effect of Different Chunking Strategies in Complementing Animated Instruction. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2054-2056). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 9, 2021 from .

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