Abstract
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. series of static graphics) and the permanence of critical snapshots from the animation. The animation group outperformed the static group for retention and transfer performance. However, the presence of snapshots of critical steps had no significant effect. The results are discussed in terms of cognitive load and metacognitive processing engaged by learners while processing the multimedia instruction.
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Acknowledgments
The research reported here was part of the third author’s master thesis. We are grateful to Cyril Rebetez and the two anonymous reviewers for their helpful comments on earlier draft of this chapter. We thank Monica Axelrad for proofreading the final version.
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Bétrancourt, M., Dillenbourg, P., Clavien, L. (2008). Display of Key Pictures from Animation: Effects on Learning. In: Rouet, JF., Lowe, R., Schnotz, W. (eds) Understanding Multimedia Documents. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73337-1_4
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DOI: https://doi.org/10.1007/978-0-387-73337-1_4
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