Educational Technology Research and Development Volume 53, Number 3, ISSN 1042-1629
New technologies allow the display of text, static visuals, and animations. Although animations are inherently attractive, they are not always beneficial for learning. Problems may arise especially when animations modify the learner's cognitive load in an unintended way. In two learning experiments with 40 and 26 university students, the effects of animated pictures on knowledge acquisition were investigated. Some pictures displayed visual simulations of changes over time, whereas other pictures could be manipulated by learners to represent different states in time. Results showed that manipulation pictures had an enabling function for individuals with high learning prerequisites, whereas simulation pictures had a facilitating function for individuals with low learning prerequisites. However, the facilitating function was not beneficial for learning, because learners were prevented from performing relevant cognitive processes on their own. A careful analysis of the interrelation between different kinds of cognitive load and the process of learning is therefore required.
Schnotz, W. & Rasch, T. (2005). Enabling, Facilitating, and Inhibiting Effects of Animations in Multimedia Learning: Why Reduction of Cognitive Load Can Have Negative Results on Learning. Educational Technology Research and Development, 53(3), 47-58.
Multimedia Presentations of Mitosis: An Examination of Split-Attention, Modality, Redundancy, and Cueing
Michelle Cook & Ryan Visser, Clemson University, United States
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 145–162
Yash Patel & Sara Dexter, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1304–1309
Should Multimedia Instruction be Easier to Understand? Implications of Animation Induced Illusion of Understanding
Eugene Paik, none, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 748–751
Michelle Cook, Clemson University, United States; Eric Wiebe & Glenda Carter, North Carolina State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 20, No. 1 (January 2011) pp. 21–42
Slava Kalyuga, University of New South Wales, Australia
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4167–4174
Learning about Dynamic Systems with Multimedia Presentations Containing Motion Animation and Highlighting Animation
Eugene Paik, UNLV, United States
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 684–693
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.