Comparing static content, animation and interactive animation while teaching software through narrative-based e-Learning systems.
Creators: name: Darejeh, Ali
name: Marcus, Nadine
name: Sweller, john
Publisher: name: UNSW Sydney
Year: 2019

description: Introduction High element interactivity software interfaces can increase cognitive load rendering them incomprehensible for users (Reis et al., 2012). In this study gamification was selected as a procedure to reduce users’ cognitive load (Darejeh &amp; Salim, 2016). Previous research found that familiar narrative led to superior performance when compared to an unfamiliar narrative and no narrative (Darejeh, Marcus &amp; Sweller, 2018). In the current experiment, different ways of delivering familiar narrative-based content were evaluated. Teaching software using e-learning systems including static content, animation and interactive animation, were compared. Static content involved using pictures and text, animation included video and audio, and interactive animation enables users to interact with the video content by clicking on elements, in the way users interact with web content. Method Sixty novice users were selected using a computer skill placement test form with 20 participants in each of the static, animation and interactive animation groups. Microsoft Access was taught with 1 topic from tools with low interactivity and 1 with high interactivity. Each participant read 2 tutorials and performed 2 tasks. During learning, time was measured and a subjective rating scale was administered afterwards. After each tutorial, one task in Microsoft Access was assigned to the participants. Time duration, mouse movement distance, and number of left and right clicks were measured. After performing each task, participants were asked to complete a subjective rating scale. Results A Linear Mixed Model test was conducted to test for interactions between the three groups (static, animation, and interactive animation) and the low and high interactivity tasks for each dependent variable. The results showed delivery method for the teaching material (static, animation, and interactive animation) influenced participants’ performance in learning low element interactivity materials versus high materials differently for a number of dependent variables including: task duration, F(2, 57)= 4.18, p &lt; .05, tutorial duration, F(2, 57)= 59.67, p &lt; .05, task confidence level questions, F(2, 57)= 4.36, p &lt; .05, and the tutorial confidence level question, F(2, 57)= 4.72, p &lt; .05. Post hoc analyses using a one-way ANOVA showed that animations versus statics could have significant positive effects on a high element interactivity task by increasing task completion rates, F(1, 38) = 5.43, p &lt; .05, and decreasing duration, F(1, 38)= 6.55, p &lt; .05, mouse movements, F(1, 38)= 5.67, p &lt; .05, and left clicks, F(1, 38)= 6.26, p &lt; .05. Additionally, participants reported significantly less difficulty, F(1, 38)= 5.10, p &lt; .05 and more confidence, F(1, 38)= 5.37, p &lt; .05 in performing the tasks. Comparing animation and interactive animation showed significant decreases in the number of right clicks for both low, F(1, 38)= 5.51, p &lt; .05 and high, F(1, 38)= 5.14, p &lt; .05 element interactivity tasks. Furthermore, participants reported significantly less difficulty, F(1, 38)= 4.89, p &lt; .05, less stress, F(1, 38)= 4.84, p &lt; .05 and more confidence, F(1, 38)=4.45, p &lt; .05 for the high element interactivity tutorial. Discussion and Conclusion The findings showed that, in comparison with static content, both animation and interactive animation can significantly decrease cognitive load and increase the ability of the users to complete different tasks using the target software, especially for high element interactivity tasks. In addition to increasing users’ performance in completing the tasks, the participant's response to the questionnaire showed that the interactive animation decreased the perceived difficulty level of the learning content more than the animation version and reduced the chance of unnecessary right clicks. It can be concluded that the animation version was superior to the static version and the interactive animation was superior to both the static and the animation-based version. References Darejeh, A., Marcus, N., &amp; Sweller, J., 2018. The effect of gamification on novice users’ cognitive load while learning software applications in E-learning systems. 12th International Cognitive Load Theory Conference, Sep. 2018, Beijing, China. Darejeh, A., &amp; Salim, S. S. (2016). Gamification solutions to enhance software user engagement—a systematic review. International Journal of Human-Computer Interaction, 32(8), 613-642. Reis, H. M., et al., (2012). Towards Reducing Cognitive Load and Enhancing Usability through a Reduced Graphical User Interface for a Dynamic Geometry System: An Experimental Study. Proceedings of IEEE International Symposium on Multimedia (ISM) (pp: 445 - 450). Irvine, CA: IEEE Xplore Press. DOI:10.1109/ISM.2012.91
description: 12th International Cognitive Load theory conference; 2019-06-17 - 2019-06-19