Procedure Learning and Display Motion

The learning effects of display motion in procedural learning tasks were examined in two studies. In the first study, two videotapes with identical sound tracks were constructed--one using the recorded television camera motion, the other substituting a parallel series of still camera shots. The resu...

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Bibliographische Detailangaben
1. Verfasser:	Spangenberg, Ronald W
Format:	Text Resource
Sprache:	eng
Schlagworte:	Audiovisual Aids Cues Instructional Films Learning Processes Mechanical Skills Motion Perceptual Motor Learning Responses Task Performance Videotape Recordings Visual Stimuli
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Zusammenfassung:	The learning effects of display motion in procedural learning tasks were examined in two studies. In the first study, two videotapes with identical sound tracks were constructed--one using the recorded television camera motion, the other substituting a parallel series of still camera shots. The results showed a superiority of the motion condition. The second study was designed to test the hypothesis that motion functions so as to cue the critical elements of the display. Cuing arrows were added to the videotapes to show the direction of motion. The results again showed the superiority of the motion condition. No effect was attributable to the cuing arrows, and no interaction was observed. For the motion conditions, significantly less time was required to perform the task in both trials. (Author/JY)