Paper Type
Complete
Paper Number
PACIS2025-1662
Description
This study explores how token-based animations affect novice modelers’ comprehension of BPMN process patterns. Using a survey-based experiment (N=140), we examined the impact of animation on cognitive load—distinguishing between intrinsic and extraneous components—and comprehension. While animations did not significantly improve comprehension scores directly, they significantly reduced extraneous cognitive load (ECL), which in turn positively influenced comprehension. Structural equation modeling confirmed that this effect was fully mediated through ECL. Process modeling expertise also reduced both intrinsic cognitive load (ICL) and ECL and directly enhanced comprehension. Qualitative feedback indicated that animations improved clarity, attention, and engagement, but learners preferred more interactivity and voice-over guidance. The findings suggest that token animations are effective in reducing representational complexity and supporting novice learners when combined with multimodal instructional strategies.
Recommended Citation
Maslov, Ilia; Poelmans, Stephan; Mandeelburger, Monika Malinova; and Proper, Hendrikk, "Teaching Process Patterns in BPMN to Novice Modelers via Token Animations" (2025). PACIS 2025 Proceedings. 5.
https://aisel.aisnet.org/pacis2025/is_education/is_education/5
Teaching Process Patterns in BPMN to Novice Modelers via Token Animations
This study explores how token-based animations affect novice modelers’ comprehension of BPMN process patterns. Using a survey-based experiment (N=140), we examined the impact of animation on cognitive load—distinguishing between intrinsic and extraneous components—and comprehension. While animations did not significantly improve comprehension scores directly, they significantly reduced extraneous cognitive load (ECL), which in turn positively influenced comprehension. Structural equation modeling confirmed that this effect was fully mediated through ECL. Process modeling expertise also reduced both intrinsic cognitive load (ICL) and ECL and directly enhanced comprehension. Qualitative feedback indicated that animations improved clarity, attention, and engagement, but learners preferred more interactivity and voice-over guidance. The findings suggest that token animations are effective in reducing representational complexity and supporting novice learners when combined with multimodal instructional strategies.
Comments
e-Learning