Klaus D. Stiller

Learn More
Learning is fostered when spoken rather than written texts are used concurrently with dynamic or static pictures in instructional settings. This is mainly caused by split attention and can be explained by the cognitive theory of multimedia learning (Mayer, 2001) or the cognitive load theory (Sweller, 1999). Numerous studies have provided evidence for(More)
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,(More)
We first describe the didactics of eight online courses. Each seminar mostly consists of 14 modules, which are essentially worked through in linear sequence, each module normally within a week. Didactics combine imparting of knowledge by direct instruction according to the nine instructional steps by Gagné, Briggs and Wager (1988) and an avoidance of(More)
Received: December 30, 2016 Revised: February 16, 2017 Accepted: May 06, 2017 Abstract: Background: According to research based on cognitive load theory, the way of presenting information in an instructional environment is essential to the learning outcome. By avoiding unnecessary extraneous load caused by badly designed instructions and other sources,(More)
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(More)
“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(More)
  • 1