Influence Of Worked Example Type And Presentation Speed On Manipulative Skills Learning

In previous studies, some researchers had compared the influence of worked exampletype in worked example learning. But they just compared the effect of pictures andanimations or effect of pictures and videos and drew different conclusions. There weren’t anystudies that had compared the effect of animations and videos. As two different dynamicworked-example types, animations and videos would have different learning outcomes whenlearning manipulation skills. And also, the presentation speed of dynamic worked-exampleswould influence the learning outcomes of manipulation skills.These hypothesizes were tested by four experiments in this research which usedpaper-folding and shoe-lacing as the materials and the university students were recruited toparticipated in. Single-factor design was implemented in each experiment. A total of375subjects were assigned to the four experiments (90participated in Experiment1,90participated in Experiment2,90participated in Experiment3and105participated inExperiment4). They all participated in pre-test, worked-example learning and post-test.The results were as follows:(1) Experiment1showed that the effect of video group wassignificantly better than animation and picture groups, and there was no significantlydifference between picture and animation groups;(2) Experiment2showed that in learningpaper-folding, the scores in low speed group outperformed significantly than the other twogroups, and the scores in medium speed group outperformed significantly than the high speedgroup;(3) Experiment3showed that in learning shoe-lacing, the scores in low speed groupoutperformed significantly than the other two groups, and the scores in medium speed groupoutperformed significantly than the high speed groups;(4) Experiment4showed that inlearning paper-folding and shoe-lacing, with the accelerated video speed, the scores decreased.In all the experiments, the difficulties of learning manipulative skills were in contrast with theacademic performance.