Do social cues in instructional videos affect attention allocation, perceived cognitive load, and learning outcomes under different visual complexity conditions?
Julius MeierBastian de JongDorien Preusterink van MontfortAnouk VerdonschotMargot van WermeskerkenTamara van GogPublished in: J. Comput. Assist. Learn. (2023)
Keyphrases
- learning outcomes
- cognitive load
- learning experience
- learning processes
- working memory
- learning environment
- open ended
- collaborative learning
- computer self efficacy
- instructional videos
- visual cues
- learning styles
- individual differences
- university students
- cognitive load theory
- learning achievement
- content analysis
- pedagogical agents
- skill acquisition
- social interaction
- visual attention
- learning process
- low level
- perceived usefulness
- e learning
- visual features
- machine learning