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Learning from Animated/Static Diagrams in Computer Aided Learning Environments: Can Instructional Methods make a Difference to 'Accurate' and 'Meaningful' Learning?
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, , University of Portsmouth, United Kingdom

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study investigated the affect of diagrammatic displays (Animated, Static) and note-taking methods (Question Stems, Free Form) on conceptual understanding. Conceptual understanding was defined as the objective accuracy of reported test answers and confidence estimates for perceived understanding. Results revealed that neither the diagrammatic display nor note-taking strategy affected test scores. Confidence estimates were however affected by the diagrammatic display. The animated conditions consistently overestimated their test performance whilst those in the static conditions consistently underestimated. The Question Stems note-taking method was found to affect confidence estimates on one question; for all other questions no significant effect for note-taking method was found. The results suggest that the use of animation should be treated with caution and that CAL may require the development of specific instructional strategies and tools.

Citation

Awan, R.N. & Stevens, B. (2005). Learning from Animated/Static Diagrams in Computer Aided Learning Environments: Can Instructional Methods make a Difference to 'Accurate' and 'Meaningful' Learning?. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 899-906). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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