Learning with Multimedia: Are Visual Cues and Self-Explanation Prompts Effective?

Lijia Lin

(2011) pp. 1–95

The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load and intrinsic motivation, as well as the potential interaction between the two factors in a...

Optimizing learning from animation: Examining the impact of biofeedback

Lijia Lin; Ming Li

Learning and Instruction Vol. 55, No. 1 (June 2018) pp. 32–40

The purpose of this study was to investigate whether EEG biofeedback would help engage learners in obtaining procedural knowledge from animated or static visualizations. Two specific forms of this feedback were investigated. The first was active...

Language: English

Using animations and visual cueing to support learning of scientific concepts and processes

Lijia Lin; Robert K. Atkinson

Computers & Education Vol. 56, No. 3 (April 2011) pp. 650–658

The purpose of the study is to investigate the potential benefits of using animation, visual cueing, and their combination in a multimedia environment designed to support learners’ acquisition and retention of scientific concepts and processes....

Language: English

Comparing the Efficacy of Different Signaling Techniques

Robert Atkinson; Lijia Lin; Caroline Harrison

World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 954–962

This experiment examined which type, or a combination, of attention-gaining and attention-directing techniques foster learning in a multimedia learning environment. One hundred and sixty-nine participants were randomly assigned to the cells of a 3 x ...

Empirical Taxonomies of Gameplay Enjoyment: Personality and Video Game Preference

John Quick; Robert Atkinson; Lijia Lin

International Journal of Game-Based Learning Vol. 2, No. 3 (July 2012) pp. 11–31

A survey study was conducted to better understand how gameplay enjoyment relates to players’ personality traits and video game preferences. This study demonstrated that the core design elements of games that lead to enjoyment can be empirically...

Effects of Visual Cues and Self-Explanation Prompts: Empirical Evidence in a Multimedia Environment

Lijia Lin; Robert K. Atkinson; Wilhelmina C. Savenye; Brian C. Nelson

Interactive Learning Environments Vol. 24, No. 4 (2016) pp. 799–813

The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a...

Animated agents and learning: Does the type of verbal feedback they provide matter?

Lijia Lin; Robert K. Atkinson; Robert M. Christopherson; Stacey S. Joseph; Caroline J. Harrison

Computers & Education Vol. 67, No. 1 (September 2013) pp. 239–249

The current study was conducted to investigate the effects of an animated agent's presence and different types of feedback on learning, motivation and cognitive load in a multimedia-learning environment designed to teach science content....

Language: English

Does the Type and Degree of Animation Present in a Visual Representation Accompanying Narration in a Multimedia Environment Impact Learning?

Robert Atkinson; Cecile Foshee; Caroline Harrison; Lijia Lin; Stacey Joseph; Robert Christopherson

World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 726–734

This experiment investigated whether a learning environment enhanced by a pedagogical agent displaying a variety of social cues decrease the perception of cognitive load/difficulty and ultimately results in superior learning. The experiment also...

Example-Based Learning: Exploring the Use of Matrices and Problem Variability

Mary A. Hancock-Niemic; Lijia Lin; Robert K. Atkinson; Alexander Renkl; Joerg Wittwer

Educational Technology Research and Development Vol. 64, No. 1 (2016) pp. 115–136

The purpose of the study was to investigate the efficacy of using faded worked examples presented in matrices with problem structure variability to enhance learners' ability to recognize the underlying structure of the problems. Specifically, this...