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Chunked E-Learning: Task Recall of 8, 16, or 24 Second Narrated Flash Demos With Embedded Simulation Practice or Repeated Demo Exposures
PROCEEDINGS

, Texas Tech University, United States

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This experiment investigated the effects of worked example demo chunk size (8 vs.16 vs. 24 vs. whole-module chunk-size in seconds) and embedded practice in a computer-based software training environment. Animated narrated tutorials were developed to teach 151 undergraduate students 4 increasingly difficult multi-step operations for a database application. The instructional modules demonstrated the multi-step procedures using animation (as if watching a user perform tasks) accompanied by popup text that provided brief explanatory hints. Post-treatment attitude surveys revealed interesting correlations to treatment conditions. However, contrary to expectations, the assessment test (N items = 40) did not reveal an advantage to content chunking or embedded practice over repeat exposure (rehearsal). Results are discussed in the context of cognitive load theory and mental models.

Citation

Richardson, P. (2006). Chunked E-Learning: Task Recall of 8, 16, or 24 Second Narrated Flash Demos With Embedded Simulation Practice or Repeated Demo Exposures. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1012-1017). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 25, 2019 from .

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