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Using animations and visual cueing to support learning of scientific concepts and processes
ARTICLE

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Computers & Education Volume 56, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The purpose of the study is to investigate the potential benefits of using animation, visual cueing, and their combination in a multimedia environment designed to support learners’ acquisition and retention of scientific concepts and processes. Undergraduate participants (N=119) were randomly assigned to one of the four experimental conditions in a 2×2 factorial design with visual presentation format (animated vs. static graphics) and visual cueing (visual cues vs. no cues) as factors. Participants provided with animations retained significantly more concepts than their peers provided with static graphics and those afforded visual cues learned equally well but in significantly less time than their counterparts in uncued conditions. Moreover, taking into consideration both learning outcomes and learning time, cued participants displayed more instructional efficiency than their uncued peers. Implications and future directions are discussed.

Citation

Lin, L. & Atkinson, R.K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Computers & Education, 56(3), 650-658. Elsevier Ltd. Retrieved September 18, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.10.007

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