A review of learning demands in instructional animations
The educational effectiveness of animations unfolds if the features of change need to be learned
Bibliographic Data
| ID | 21499658 |
|---|---|
| Authors | Rolf Ploetzner (0000-0003-4894-6631, Department of Psychology University of Education Freiburg Germany, corresponding author), Sandra Berney (0000-0002-6643-9302, TECFA‐FAPSE University of Geneva Geneva Switzerland), Mireille Bétrancourt (0000-0001-7144-167X, TECFA‐FAPSE University of Geneva Geneva Switzerland) |
| Year | 2020 |
| Volume | 36 |
| Issue | 6 |
| Pages | 838-860 |
| Publication date | 2020-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12476 |
| OpenAlex | W3046008747 |
| Language | EN |
| Citations received | 20 |
| References cited | 175 |
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
Animation · Cognition · Cognitive psychology · Educational technology · Human–computer interaction · Machine learning · Mathematics education · Moderation · Multimedia · Neglect · Perception · Computer Science · Educational Games and Gamification · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes
Comparison of dynamic visuals to other presentation formats when learning social science topics in an online setting
How Do Inhibitory Control Abilities Influence the Effects of Animations Combined With the Presence of Seductive Details on Primary School Children's Performance?
Playing to Learn
Visualization and metacognitive scaffolding in learning from animations
Learning from different multimedia representation formats
Lernen und Lehren mit digitalen Medien
Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations
Tracking visual attention during learning of complex science concepts with augmented 3D visualizations
Exploring the effects of seductive details and illustration dynamics on young children's performance in an origami task
‘Less Knowledge, Better Experience’
No News Is Good News Testing Modality and Redundancy in Immersive Augmented Reality
Learning with videos
A systematic review of eye‐tracking‐based research on animated multimedia learning
Effectiveness of dynamic visualization in manipulative and non-manipulative tasks
Pointing task to manage apprehension in dynamic visualization
Medical education videos as a tool for rehearsal
When learning from animations is more successful than learning from static pictures
Introducing support for learner control
Animation in Speech, Language, and Communication Assessment of Children
Investigating the role of hand perspective in learning from procedural animations
Multimedia Learning
Developing and Validating Test Items
Research Synthesis and Meta-Analysis
E‐Learning and the Science of Instruction
Instructional animation versus static pictures
The assessment of clinical skills/competence/performance
For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.
Learner control, cognitive load and instructional animation
The cognitive benefits of interactive videos
Cognitive Theory of Multimedia Learning
The Measurement of Observer Agreement for Categorical Data
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Decreasing cognitive load for novice EFL learners
Comparing Strategies for Presenting Concepts in Introductory Undergraduate Geography
Animation
The Effect of Animated Diagrams on the Understanding of a Mathematical Demonstration in 11- to 14-year-old Pupils
Event structure in perception and conception
| Unique citing works | 20 |
|---|---|
| Citations per year | 4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |