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As computer resources become more readily available to educational institutions, the ways in which students gather information using computers should be examined. This study compares educational content presented through a learner-controlled animation, continuous animation and static graphics and gauges any learning differences while measuring any moderating effects of educational technological self-efficacy. Participants in the continuous animation condition performed better on the post-test than participants in the learner-controlled condition, who performed better on the post-test than participants in the static graphics condition. Condition predicted performance on the post-test recall questions but did not reach significance on the comprehension or analysis questions. Except for the educational functioning sub-scale, the selfefficacy measure did not find efficacy levels as a predictor of test performance. |
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