Electronic slideshows are widely applied to assist lecturing in classroom situations. On the one hand, it is easy to present rich content with the use of electronic slideshows. On the other hand, finding important information from the rich content and mentally integrating relevant sources of physically separated information shown in the electronic slideshows is challenging for students. In this study, the arrow line cueing method, which is one kind of cueing technique, was applied to integrate pictorial and textual information in electronic slideshow assisted lecturing in the classroom. A virtual classroom that simulates a normal classroom was used as the experimental platform for the classroom situation. A total of 70 fifth–and sixth–grade students were randomly assigned to the cued or un–cued conditions. Post–test performance, cognitive load, and instructional efficiency were used to measure differences between the two conditions. The results indicated that students who learned with the arrow line cueing method had better learning performance and instructional efficiency.
|Title of host publication||Advances in Cognitive Load Theory|
|Subtitle of host publication||Rethinking Teaching|
|Publisher||Taylor and Francis|
|Number of pages||11|
|Publication status||Published - 2019 Jan 1|
ASJC Scopus subject areas
- Social Sciences(all)