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THE EFFECT OF DIFFERENT PRESENTATION FORMATS OF HYPERTEXTANNOTATIONS ON COGNTIVE LOAD, LEARNING AND LEARNER CONTROL
Title
THE EFFECT OF DIFFERENT PRESENTATION FORMATS OF HYPERTEXTANNOTATIONS ON COGNTIVE LOAD, LEARNING AND LEARNER CONTROL.
Creator
Yao, Yuanming, Orwig, Gary, University of Central Florida
Abstract / Description
This dissertation study was intended to verify whether the positive effects of the roll-over annotation presentation format on reducing cognitive load and enhancing vocabulary and comprehension of 5th-grade children (Morrison, 2004) can be extended to college students' learning from a web-delivered text. In order to answer this research question, relevant constructs, such as cognitive load, learner control and learning, have been examined in this experimental study of 149 undergraduate...
Show moreThis dissertation study was intended to verify whether the positive effects of the roll-over annotation presentation format on reducing cognitive load and enhancing vocabulary and comprehension of 5th-grade children (Morrison, 2004) can be extended to college students' learning from a web-delivered text. In order to answer this research question, relevant constructs, such as cognitive load, learner control and learning, have been examined in this experimental study of 149 undergraduate students in a state university at College of Education.

No single effect of annotation presentation format on cognitive load was found, but an interaction effect on cognitive load was revealed between annotation presentation formats and pre-existing knowledge in this study of online education, similar to the interaction effect between annotation presentation formats and learners' reading experience found in traditional textbook learning (Yeung, Jin and Sweller, 1998; Yeung, 1999). Besides, students' computer experience also had a significant impact on their perceived cognitive load. One more key finding from this study was that the embedded annotation presentation format generated the least learner control, significantly different from other annotation presentation formats.

In conclusion, an adaptive approach to the design of annotation presentation formats is recommended, for example, individual differences including learners' familiarity with content should be considered along with different annotation presentation formats so as to reduce learners' overall cognitive load. Additionally, learners' computer experience should be examined when hypertext annotations are used. Finally, choices of annotation presentation formats should be well-conceived to balance cognitive load, learning, and learner control.
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Date Issued
2006
Identifier
CFE0001201, ucf:46950
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001201
Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process
Title
Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process.
Creator
Benishek, Lauren, Salas, Eduardo, Joseph, Dana, Jentsch, Florian, Burke, Shawn, University of Central Florida
Abstract / Description
This study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online...
Show moreThis study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online Microsoft Excel instructional program was developed wherein 197 participants had control over when and where they completed training, the content they reviewed, the delivery medium (text-based or video-based), and the sequencing and pace at which they progressed through training. Participants in the experimental condition were periodically asked questions (i.e., self-regulation prompts) designed to encourage self-assessment of learning progress and strategies. All participants completed questionnaires before and after training. Findings did not support the hypothesized model. Implications and limitations as well as recommendations for future research will be discussed.
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Date Issued
2014
Identifier
CFE0005463, ucf:50382
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005463