Using animations and visual cueing to support learning of scientific concepts and processes
Computers & Education Volume 56, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
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.
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.
- Comparative Analysis
- Computer Assisted Instruction
- educational technology
- Human–computer interface
- Instructional Effectiveness
- Interactive Learning Environments
- Multimedia Instruction
- multimedia/hypermedia systems
- Retention (Psychology)
- Science Instruction
- Scientific Concepts
- teaching methods
- Time Factors (Learning)
- undergraduate students
- Visual Aids
Cited ByView References & Citations Map
Building Background Knowledge and Using Animations: A Pathway to Critical Thinking in a Science Classroom
Danielle Bremner, University of San Diego, United States; Christopher Devers, Indiana Wesleyan University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4504–4509
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.