Klaus D Stiller
Biographic Data
| ID | 8988242 |
|---|---|
| NAME | Klaus D Stiller |
| GIVEN NAMES | Klaus D |
| FAMILY NAME | Stiller |
| SIGNATURE | STILLER K D |
| AFFILIATIONS | University of Regensburg |
| ORCID | 0000-0002-9636-4516 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 0 |
Presentation time concerning system-paced multimedia instructions and the superiority of learner pacing
The superiority of learner-paced over system-paced instructions was demonstrated in multiple experiments. In these experiments, the system-paced presentations were highly speeded, causing cognitive overload, while the learner-paced instructions allowed adjustments of the presentational flow to the learner's needs by pacing facilities, mostly leading to higher learning success. A research gap exists in investigating how effects depend on the speed…
A kind of expertise reversal effect
In instructional multimedia design, it is often recommended that text accompanying pictures be presented in a personalised style to promote learning. The superiority of personalised over formal text may be explained using social agency theory (Mayer, 2005b), but it has not been investigated empirically whether such effects are valid in classroom settings, or depend on learner characteristics such as domain-specific prior knowledge. In this resear…
How pacing of multimedia instructions can influence modality effects
"Present text accompanying pictures aurally to promote learning" is a well established principle of instructional design. But recently, it was shown that under certain conditions visual texts can be preferable. Instructional pacing seems to be one of these conditions that mediate effects. Especially, enabling learners to pace an instruction has proven to enhance learning. In an online experiment, the effects of pacing and text modality on cogniti…
No prominent works on this page.
How pacing of multimedia instructions can influence modality effects
"Present text accompanying pictures aurally to promote learning" is a well established principle of instructional design. But recently, it was shown that under certain conditions visual texts can be preferable. Instructional pacing seems to be one of these conditions that mediate effects. Especially, enabling learners to pace an instruction has proven to enhance learning. In an online experiment, the effects of pacing and text modality on cogniti…
A kind of expertise reversal effect
In instructional multimedia design, it is often recommended that text accompanying pictures be presented in a personalised style to promote learning. The superiority of personalised over formal text may be explained using social agency theory (Mayer, 2005b), but it has not been investigated empirically whether such effects are valid in classroom settings, or depend on learner characteristics such as domain-specific prior knowledge. In this resear…
Presentation time concerning system-paced multimedia instructions and the superiority of learner pacing
The superiority of learner-paced over system-paced instructions was demonstrated in multiple experiments. In these experiments, the system-paced presentations were highly speeded, causing cognitive overload, while the learner-paced instructions allowed adjustments of the presentational flow to the learner's needs by pacing facilities, mostly leading to higher learning success. A research gap exists in investigating how effects depend on the speed…
Computer Science (3 works) · Multimedia (3 works) · Visual and Cognitive Learning Processes (3 works) · Cognition (2 works) · Cognitive Load (2 works) · Cognitive psychology (2 works) · Innovative Teaching and Learning Methods (2 works) · Mental effort (2 works) · Psychology (2 works) · Advanced Text Analysis Techniques (1 work)