The Use of High Quality 3D Animations and Videos in Hypermedia Systems by Learners with different Cognitive Abilities PROCEEDINGS
Mattias Steinke, Thomas Huk, Learning Lab Lower Saxony L3S, Germany ; Christian Floto, Technical University of Braunschweig, Germany
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Cognitive styles play an important determining role regarding navigational preferences when learning with hypermedia systems. A characteristic of modern software products is the integration of complex 3D animations and professional video material. They belong to the most expensive components of multimedia applications. How intensive are these components used and do they have the same value for users with different cognitive abilities? This study investigates the use of videos and computer animations by integrating a log file functionality into a professional CD-ROM on cell biology and tracking the users' paths through the software. 63 biology students at high school and college level participated in the study. Before working with the software the visual spatial ability of the students was tested. Students with a low spatial ability spent significantly more time viewing high quality videos and 3D computer animations than students with a high spatial ability.
Steinke, M., Huk, T. & Floto, C. (2003). The Use of High Quality 3D Animations and Videos in Hypermedia Systems by Learners with different Cognitive Abilities. In A. Rossett (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (pp. 1193-1196). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 AACE