TY - JOUR
T1 - Observational learning from animated models: effects of studying-practicing alternation and illusion of control on transfer
AU - Wouters, Pieter
AU - Paas, Fred
AU - Van Merriënboer, Jeroen
N1 - DS_Description: Wouters, P. J. M., Paas, F., & Van Merriënboer, J. J. G. (2010). Observational learning from animated models: effects of studying-practicing alternation and illusion of control on transfer. Instructional Science, 38(1), 89-104. doi:10.1007/s11251-008-9079-0
PY - 2008/9
Y1 - 2008/9
N2 - Animated models explicating how a problem is solved and why a particular method is chosen
are expected to be effective learning tools for novices, especially when abstract cognitive
processes or concepts are involved. Cognitive load theory was used to investigate how
learners could be stimulated to engage in genuine learning activities. It was hypothesized that
illusion of control would impede transfer performance compared to a condition without
illusion of control. Moreover, we hypothesized that learners who first studied an animated
model and then solved the same problem would perform better on transfer than learners who
studied the same animated model twice or who first solved the problem and then studied the
animated models. In a 2 x 3 factorial experiment (N = 90) with the factors illusion of control
(yes vs. no) and instruction method (study-practice, practice-study, study-study) only the first
hypothesis was confirmed. Implications for the design of animated models are discussed.
AB - Animated models explicating how a problem is solved and why a particular method is chosen
are expected to be effective learning tools for novices, especially when abstract cognitive
processes or concepts are involved. Cognitive load theory was used to investigate how
learners could be stimulated to engage in genuine learning activities. It was hypothesized that
illusion of control would impede transfer performance compared to a condition without
illusion of control. Moreover, we hypothesized that learners who first studied an animated
model and then solved the same problem would perform better on transfer than learners who
studied the same animated model twice or who first solved the problem and then studied the
animated models. In a 2 x 3 factorial experiment (N = 90) with the factors illusion of control
(yes vs. no) and instruction method (study-practice, practice-study, study-study) only the first
hypothesis was confirmed. Implications for the design of animated models are discussed.
KW - cognitive load theory
KW - learner control;
KW - modeling
U2 - 10.1007/s11251-008-9079-0
DO - 10.1007/s11251-008-9079-0
M3 - Article
VL - 38
SP - 89
EP - 104
JO - Instructional Science
JF - Instructional Science
SN - 0020-4277
IS - 1
ER -