Search results for author:"Juan C. Castro-Alonso"
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Gender Effects When Learning Manipulative Tasks from Instructional Animations and Static Presentations
Educational Technology & Society Vol. 18, No. 4 pp. 37–52
Humans have an evolved embodied cognition that equips them to deal easily with the natural movements of object manipulations. Hence, learning a manipulative task is generally more effective when watching animations that show natural motions of the...
Computers & Education Vol. 116, No. 1 (January 2018) pp. 1–13
Instructional dynamic pictures (animations and videos) contain transient visual information. Consequently, when learning from dynamic pictures, students must process in working memory the current images while trying to remember the images that left...
Computers & Education Vol. 85, No. 1 (July 2015) pp. 1–13
Evidence suggests that transient visual information, such as animations, may be more challenging to learn than static visualizations. However, when a procedural-manipulative task is involved, our evolved embodied cognition seems to reverse this...
Comparing apples and oranges? A critical look at research on learning from statics versus animations
Computers & Education Vol. 102, No. 1 (November 2016) pp. 234–243
Many of the studies that have compared the instructional effectiveness of static with dynamic images have not controlled all the moderating variables involved. This problem is present not only in instructional pictures concerning the curricular...
Learning and Instruction Vol. 34, No. 1 (December 2014) pp. 11–21
Recent evidence suggests that for highly transient information, instructional animations only provide a learning benefit compared to static presentations for object manipulation tasks. This study continued the research into animation–static...