| Graphics in the form of video have been shown to be useful in presenting information to students. When designing graphic videos to optimize student learning, designers must take into consideration which elements will enhance student learning and which ones will hinder the process. In this study, the researcher presented two groups of engineering students, novices and experts, with two types of graphic videos: one simultaneous and one sequential. After viewing each video, students answered a survey and were tested on the videos’ content. The survey answers were used to measure the effect of each video on student motivation. The test scores were used to measure the effect of each video on student achievement. This research sought to answer whether there is a main effect of the graphic types or learner expertise level on the students’ achievement and motivation as well as whether there was an interaction effect between the graphic types and learner expertise level on the learner achievement and motivation. The results of this studyfound that there was a statistically significant effect of graphic types on learner achievement and motivation.This studyalsofound that there was a statistically significant effect of learner expertise levels on learner achievement and motivation. The achievement tests scores and CIS surveys scores on sequential graphic on vector addition and simultaneous graphic on friction showed that there wasno statistically significant interaction (expertise reversal effect) between the graphic types (sequential and simultaneous) andthe learner expertise level (novice and expert) on learner achievement and motivation.
viKey Words:Cognitive Load, Expertise Reversal Effect, Graphics, Multimedia, Sequential Dynamic Graphics, Simultaneous Dynamic Graphics |