Observational learning from animated models: Effects of studying–practicing alternation and illusion of control on transfer
Open accessAbstract
Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to investigate how learners could be stimulated to engage in genuine learning activities. It was hypothesized that illusion of control would impede transfer performance compared to a condition without illusion of control. Moreover, we hypothesized that learners who first studied an animated model and then solved the same problem would perform better on transfer than learners who studied the same animated model twice or who first solved the problem and then studied the animated model. In a 2 × 3 factorial experiment ( N = 90) with the factors illusion of control (yes vs. no) and instruction method (study–practice, practice–study, study–study) only the first hypothesis was confirmed. Implications for the design of animated models are discussed.
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A prior knowledge test consisting of four multiple-choice and eight open items about probability calculation was used to measure students' prior knowledge.
“A prior knowledge test consisting of four multiple-choice and eight open items about probability calculation (see Wouters et al., 2009Wouters et al., , 2010) ) was used to measure students' prior knowledge.”
From An expertise reversal effect of segmentation in learning from animated worked-out examples (2011) · cites this paper as Wouters et al., 2010
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Self-citation
- Authors
- Wouters, P., Paas, F., & van Merriënboer, J. J. G.
- Affiliations
- Utrecht University (NL)
- Open University of the Netherlands (NL)
- Corresponding author
- Wouters, Pieter
- ORCID
- Paas, Fred
- Venue
- Instructional Science
- Published
- 2008-09-30
- Volume
- 38
- Issue
- 1
- Pages
- 89-104
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2161089844
- Cited by
- 37
- References
- 56
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2022: 2 · 2021: 1 · 2020: 2 · 2019: 3 · 2018: 1 · 2017: 2 · 2016: 4 · 2015: 1 · 2014: 2 · 2013: 4 · 2012: 5
- FWCI
- 3.17
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc
- Locations
- Instructional Science (publishedVersion, cc-by-nc)
- Research Publications (Maastricht University) (publishedVersion, cc-by-nc)
- EUR Research Repository (Erasmus University Rotterdam) (publishedVersion)
- EUR Research Repository (Erasmus University Rotterdam) (submittedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- Research Publications (Maastricht University) (submittedVersion, cc-by-nc)
- Funders
- Nederlandse Organisatie voor Wetenschappelijk Onderzoek (411-02-163)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- observational learning, animated models, illusion of control, transfer of learning, cognitive load theory, problem solving, instructional design, novice learners
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