Investigation of the effectiveness of common representational formats in online learner-paced software training materials

Abstract

ABSTRACT The popularity of online learning has made web-based software training materials the primary learning resources adopted by computer users. Thus, this study aimed to investigate the effectiveness of various common representational formats of web-based instructions. The formats included static (textual manual with screenshots) and dynamic (animated demonstration, AD) instructions. The findings suggested that in learner-paced learning with sufficient learning time (a) both narrated and captioned AD formats tended to increase transfer performance; (b) the segmenting principle likely became less important for the static format; and (c) the modality principle likely became less important for the AD format. Implications for determining optimal AD segment length for student engagement and suggestions for possible factors to be included in future research are offered accordingly.