摘要： Computer simulations were used to teach students basic concepts associated with correlation. Half of the students were presented information in a sequential series of single frames in which each frame replaced the preceding frame while the other half were presented the information in simultaneous multiple frames in which each frame was added to the previous frames without replacement. It was hypothesized that if the isolated elements effect occurs, the single-frame condition should be superior. Alternatively, if the transient information effect dominates, the multiple-frame condition should be superior. Results confirmed the superiority of the single-frame presentation. Eye-tracking indicated that participants who learned with single frames paid more attention to the important representations than participants who learned with multiple frames. •We compared two frame designs using computer simulations.•A single-frame presentation was superior to a multiple-frame presentation.•The single-frame group looked at critical representations.•The isolated elements effect occurred using computer simulations. 出版者： Elsevier Ltd 出版日期： 2015-10-01 出處： Computers and education, 2015-10, Vol.88, p.280-291 資源來源： Elsevier ScienceDirect Journals Complete 版權： 2015 Elsevier Ltd 識別號： ISSN: 0360-1315 識別號： EISSN: 1873-782X 識別號： DOI: 10.1016/j.compedu.2015.06.001
