Using subjective measures to detect variations of intrinsic cognitive load within problems

Paul Ayres

Learning and Instruction Vol. 16, No. 5 pp. 389–400

Cognitive load theorists have frequently used subjective measures of cognitive load to test the effectiveness of instructional procedures. This study sought to broaden the applications of subjective measures by testing their ability to detect...

Language: English

Can the isolated-elements strategy be improved by targeting points of high cognitive load for additional practice?

Paul Ayres

Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 115–124

Reducing problem complexity by isolating elements has been shown to be an effective instructional strategy. Novices, in particular, benefit from learning from worked examples that contain partially interacting elements rather than worked examples...

Language: English

Teacher Self-Efficacy and Occupational Stress: A Major Australian Curriculum Reform Revisited

John McCormick; Paul L. Ayres

Journal of Educational Administration Vol. 47, No. 4 (2009) pp. 463–476

Purpose: The purpose of this research was to study teachers' self-efficacy and occupational stress in the context of a large-scale curriculum reform in New South Wales, Australia. The study aims to follow up and replicate a study carried out...

The Impact of Sequencing and Prior Knowledge on Learning Mathematics through Spreadsheet Applications

Tracey Clarke; Paul Ayres; John Sweller

Educational Technology Research and Development Vol. 53, No. 3 (2005) pp. 15–24

According to cognitive load theory, instruction needs to be designed in a manner that facilitates the acquisition of knowledge in long-term memory while reducing unnecessary demands on working memory. When technology is used to deliver instruction,...

Can mimicking gestures facilitate learning from instructional animations and static graphics?

Niloufar Lajevardi; Nalin Surender Narang; Nadine Marcus; Paul Ayres

Computers & Education Vol. 110, No. 1 (July 2017) pp. 64–76

The main aim of the study was to investigate the effects of mimicking gestures on learning from animations and static graphics. In Experiment 1, 48 university students learned to write Mandarin characters, and in Experiment 2, 44 young children...

Language: English

Learning from observing hands in static and animated versions of non-manipulative tasks

Juan C. Castro-Alonso; Paul Ayres; Fred Paas

Learning and Instruction Vol. 34, No. 1 (December 2014) pp. 11–21

Recent evidence suggests that for highly transient information, instructional animations only provide a learning benefit compared to static presentations for object manipulation tasks. This study continued the research into animation–static...

Language: English

Comparing apples and oranges? A critical look at research on learning from statics versus animations

Juan C. Castro-Alonso; Paul Ayres; Fred Paas

Computers & Education Vol. 102, No. 1 (November 2016) pp. 234–243

Many of the studies that have compared the instructional effectiveness of static with dynamic images have not controlled all the moderating variables involved. This problem is present not only in instructional pictures concerning the curricular...

Language: English

Gender Effects When Learning Manipulative Tasks from Instructional Animations and Static Presentations

Mona Wong; Juan C. Castro-Alonso; Paul Ayres; Fred Paas

Educational Technology & Society Vol. 18, No. 4 pp. 37–52

Humans have an evolved embodied cognition that equips them to deal easily with the natural movements of object manipulations. Hence, learning a manipulative task is generally more effective when watching animations that show natural motions of the...

Animations showing Lego manipulative tasks: Three potential moderators of effectiveness

Juan C. Castro-Alonso; Paul Ayres; Fred Paas

Computers & Education Vol. 85, No. 1 (July 2015) pp. 1–13

Evidence suggests that transient visual information, such as animations, may be more challenging to learn than static visualizations. However, when a procedural-manipulative task is involved, our evolved embodied cognition seems to reverse this...

Language: English

Learning symbols from permanent and transient visual presentations: Don't overplay the hand

Juan C. Castro-Alonso; Paul Ayres; Mona Wong; Fred Paas

Computers & Education Vol. 116, No. 1 (January 2018) pp. 1–13

Instructional dynamic pictures (animations and videos) contain transient visual information. Consequently, when learning from dynamic pictures, students must process in working memory the current images while trying to remember the images that left...

Language: English

The role of process information in narrations while learning with animations and static pictures

Ferdinand Stebner; Tim Kühl; Tim N. Höffler; Joachim Wirth; Paul Ayres

Computers & Education Vol. 104, No. 1 (January 2017) pp. 34–48

The role of process information in annotating narrations used for learning with animations compared to static pictures is examined. In two experiments, seventh and eighth graders from German high schools were randomly assigned to learning...

Language: English