Effect of disfluency on learning outcomes, metacognitive judgments and cognitive load in computer assisted learning environments

作者：

Highlights：

• Learners' preferences with regard to text and animation manipulations were checked.

• Experimental groups did not differ in learning outcomes or metacognitive judgments.

• Significant differences were observed in the extraneous cognitive load.

• Cognitive load, the number of animations watched and learning outcomes were related.

摘要

•Learners' preferences with regard to text and animation manipulations were checked.•Experimental groups did not differ in learning outcomes or metacognitive judgments.•Significant differences were observed in the extraneous cognitive load.•Cognitive load, the number of animations watched and learning outcomes were related.

论文关键词：Disfluency effect,Fluency,Learning outcomes,Metacognitive judgments,Cognitive load

论文评审过程：Received 1 March 2019, Revised 10 May 2019, Accepted 5 June 2019, Available online 5 June 2019, Version of Record 11 June 2019.

论文官网地址：https://doi.org/10.1016/j.chb.2019.06.001