EFFECT OF ANIMATION ON PERCEPTION OF INSTRUCTIONAL MATERIAL

2011

Animation in multimedia is said to be beneficial to learning especially when the learning material demands visual movements. The emergence of 3- Dimensional animated visuals has extended the presentation mode in multimedia learning. It is said that animated visuals in a 3-D representation not only possess motivational value that promotes positive attitudes toward instruction but also facilitate learning when the subject matter requires dynamic motion and 3-D visual cue. The field of computer science, especially in operating systems concepts uses an array of abstract concepts such as virtual memory, paging, fragmentations etc to describe and explain the underlying processes. Various studies together with our own observations strongly indicate that students often find these concepts difficult to learn, as they cannot easily be demonstrated. This study investigates the effects of animation on student understanding when studying a complex domain in computer science, that is, the subject...

Applied Cognitive Psychology, 2007

This study used cognitive load theory to investigate whether an animation about the cardiovascular system can become a more effective educational tool by designing it with sensitivity to the capacity limitations of working memory. To manage the high extraneous cognitive load imposed by the need to process series of successive and transient information elements, a sequence of static key frames from the animation was presented to learners directly after the animation. Two interactive instructional conditions, which required learners either to construct or reconstruct the sequence of key frames, were compared to a non-interactive condition. It was hypothesised that the interactive activities would lead to more efficient transfer performance. The results confirmed the hypothesis, indicating that the interactive conditions required less mental effort to attain the same performance as the non-interactive condition. Instructional design implications for learning from animations are discussed.

Journal of Computer Assisted Learning, 2007

Although animations are believed to be effective in learning and teaching, several studies have failed to confirm this. Nevertheless, animations might be more attractive and motivating. Fourth and sixth grade students learned the operation of a bicycle pump from graphics that were: (i) presented simultaneously; (ii) presented successively; (iii) self-paced, or (iv) animated. The presentation mode affected evaluation of perceived comprehensibility, interestingness, enjoyment and motivation, but not comprehension test score. Fourth graders who were low in need for cognition rated the animations as more enjoyable and motivating, whereas sixth graders rated self-paced graphics as more interesting and motivating. The evaluations of sixth graders correspond to results of many studies on learning. Animations are not more effective than equivalent static graphics in learning, and they are not seen as more motivating by sixth graders.

Journal of Computer Assisted Learning, 2020

In a systematic review, 194 studies on learning from animation were analysed. The analysis covers the learning domains, the representational characteristics of the animations, the assessed perceptual and cognitive achievements, and the assessment formats. Research on learning from animation focuses on assessing conceptual at the neglect of kinematic mental models. This is in contrast to an important rationale for making use of animations: that it needs to be learned what animations can specifically display, namely, how change in space and time occurs. This might explain why meta-analyses which compared the effectiveness of animations and static pictures found merely small overall effect sizes in favour of animations. To confirm this hypothesis, one meta-analysis was re-analysed with a new moderator. It encodes whether the features of the displayed changes were relevant to learning. Learning from animations was significantly more successful than learning from static pictures, if the features of the displayed changes had to be learned.

For decades, research comparing the effectiveness of text and static illustrations with animation and narration to enhance learning has been inconclusive (Tversky et al., 2002). We argue that the failure to ascertain the benefits of animation in learning may also relate to how it is constructed, perceived, and conceptualized. Based on cognitive science and human learning theories, this paper proposes a format-support hypothesis of learning. To validate this hypothesis, we implemented a special form of animation, direct- ...

Journal of Technical Education and …, 2010

The aim of this study was to investigate the effects of segmented-animation, playpause-animation and continuous-animation in facilitating learning of low prior knowledge learners. A courseware prototype entitled Transmission Media was developed for the research purpose. The courseware contains nine animations on various topics in Transmission Media. Pre-test and post-test experimental design was employed on three different groups respectively. The data collected were analyzed statistically by using one-way between-groups ANOVA with post-hoc comparisons. Apparently, the result suggests that segmented-animation was significantly more effective than play-pause-animation and continuous-animation in enhancing students' learning performance. The result indicates that segmented-animation was beneficial for students in conducting adequate cognitive processes of the information depicted in the animation. Furthermore, the result shows that allowing students to decide the segmentation in play-pause-animation condition does not necessarily promotes better learning. This was due to low prior knowledge students' inability in deciding the appropriate stop points in animation and/or play-pause-replay button design that might causes split attention effect resulting extraneous cognitive load throughout the learning process.

2008

Research carried out so far has failed to establish systematic learning benefits of animated graphics over static ones, even in the case of dynamic systems. We hypothesize that animation promotes the understanding of dynamic systems if delivery features decrease the perceptual and cognitive load of processing the animation. We therefore report an experimental study investigating the effects of two delivery features: the continuity of the information flow (animation vs.

Computers in Human Behavior, 2002

As tools for multimedia and computer-based instruction (CBI) increase in sophistication, it becomes easier for instructional designers to incorporate a range of animations in instructional software. Designers, however, should ask whether animation has the potential to contribute to student learning before investing the resources in development. This paper addresses the viability of using animations in multimedia and CBI. The functions of animations are explored as well as issues related to surface structure and fidelity. The relationship between content structures and the use of animation in CBI is also discussed. Based on these characteristics and purposes, heuristics are provided to guide the use of animation in CBI. Implications of these heuristics are explored and suggestions are provided for future research. #

Proceedings of the 2017 9th International Conference on Education Technology and Computers, 2017

As many as seventy-six undergraduate students in Indonesia were involved in this quasi-experimental study investigating the modality effects of animation-based multimedia learning in elearning courses. They were divided into three experimental groups (narrated animation, on-screen text animation, animation only) and one control group (printed materials). All groups learned the same materials during four-week sessions. The findings showed that narrated animation achieved bigger effect compared to their counterparts. Detailed results are as follows. 1) Students in the narrated animation group obtained higher scores than those in the on-screen text animation group, (2) Students in the narrated animation group achieved higher scores than those in the animation only group, (3) Students in the narrated animation group gained higher scores than those in the printed materials group, (4) Students in the text animation group had higher scores than those in the printed materials group.

Acta Scientiae

Background: Considering cognitive limitations is essential for learning, as it provides subsidies for developing methodologies that successfully facilitate and help the learning process. Objective: We start our research by asking: “Does a video lesson containing an animation developed based on the cognitive theory of multimedia learning promote positive effects on student learning in terms of content retention and transfer?” seeking to answer it based on data analysis. Design: Four animations containing the narration of two different contents were produced, two with and two without cognitive overload. The research team employed forms with questions about the animations to analyse the retention and transfer of the critical content to be learned in the animations. Setting and Participants: Undergraduate students were divided into two groups to watch the animations and answer the research questions. Data collection: After analysing the participants’ answers, we calculated the effect si...