Exploring the Impact of Animation-based Genetic Instruction on Students' Perceived Cognitive Load and Learning Outcomes
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Date
2012-03-28
Authors
Yang, C.
Yeh, T. K.
Chang, C. Y.
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Abstract
The aim of this study was to develop an animation-based curriculum and to evaluate the
effectiveness of animation-based instruction. The curriculum was designed in certain principles
considered cognitive load theory for reducing perceived cognitive load and improving learning. The
curriculum was comprised of four subunits to teach the abstract concepts of genetics. There were 190
participants consisted of 7th grade junior high school students. 97 students participated in static graphicinstruction (SI group) and 93 students participated in animation-based instruction (AI group). The
effectiveness of the instruction was evaluated by the Genetic Concept Test (GCT test) and a self-rating
cognitive questionnaire (CLQ). The results indicated that: (1) Animation-based instruction may be a good
strategy to improve abstract concepts comprehensive, (2) Animation-based strategy can reduce the
cognitive load than static graphic-based, when students perceived lower levels of cognitive load, they
showed better learning outcome.