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Comparison of Animation and Static-Picture Based Instruction: Effects on Performance and Cognitive Load for Learning Genetics
ARTICLE

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Journal of Educational Technology & Society Volume 21, Number 4, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

This study aimed to examine the relative effectiveness of using an animation versus static pictures in terms of supporting the learning of genetics. To provide a methodologically sound comparison, the two sessions were constructed to be equivalent and were designed based on principles provided by the cognitive theory of multimedia learning and the cognitive load theory. Genetics was chosen as the instructional content, which included learning about the processes of cell division, mitosis, and meiosis. The results indicate that students in the animation group perceived less extraneous cognitive load and achieved a better learning outcome than those in the static pictures group. Therefore, this study supports the superiority of the animation over static picture instruction when learning micro-scientific phenomena.

Citation

Yang, C., Jen, C.H., Chang, C.Y. & Yeh, T.K. (2018). Comparison of Animation and Static-Picture Based Instruction: Effects on Performance and Cognitive Load for Learning Genetics. Journal of Educational Technology & Society, 21(4), 1-11. Retrieved October 23, 2020 from .

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