ChanLin, L. (2001). Formats and prior knowledge on learning in a computer-based lesson. Journal of Computer Assisted Learning, 17(4), 409-419.

ChanLin, L.

2001

ChanLin, L. (2001). Formats and prior knowledge on learning in a computer-based lesson. Journal of Computer Assisted Learning, 17(4), 409-419.

This study investigated the effects of presentation format (animation, still graphics, text) and the students’ prior knowledge on learning a computer-based physics lesson. A total of 357 eighth-grade (novice learners) and ninth-grade students (experienced learners) were randomly assigned to different treatments on a class basis. A 3 x 2 ANCOVA (Animation/Still graphics/Text x Novice/Experienced) (controlled by covariants, physics and mathematics scores) was used to determine the effect of these two variables. The significant interaction effect found between presentation format and prior knowledge in both descriptive and procedural learning (p < 0.05 and p < 0.005, respectively) reveals that the use of specific presentation format (animation or still graphics) is not equally effective for the different prior knowledge groups. Among novices, the use of still graphics was better than text (p < 0.05) in descriptive learning, and better than text and animation in procedural learning (p < 0.05). While among experienced students, no significant differences were found among treatments (p > 0.05).

The main effect of prior knowledge was significant for both descriptive and procedural learning, indicating that the difference in knowledge levels influenced the performance of learning tasks. Overall, the main effect of presentation format was significant for procedural learning, but not for descriptive learning, indicating that the presentation format (the use of animation, still graphics, and non-graphics text) influences different learning tasks to a different extent. From the study, the significant interaction effect between presentation format and prior knowledge level in both descriptive and procedural learning reveals that the need for visual format differs when there is knowledge discrepancy among learners. The effect of treatment was significant among novice learners and insignificant among experienced learners

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