A systematic characterisation of expository animations

Ploetzner, Rolf; Lowe, Richard

doi:10.1016/j.chb.2011.12.001

Cited by 88 publications

(57 citation statements)

References 63 publications

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“…Interestingly, the abstraction quality of the visual representations, coded using the characterization proposed by Ploetzner and Lowe (2012), was clearly identified as a moderating factor, not considering the unavailable data comparisons. In the present meta-analysis, only the animated visualizations coded as iconic produced a small and positive animation effect.…”

Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 99%

“…In the present meta-analysis, only the animated visualizations coded as iconic produced a small and positive animation effect. Following the distinction proposed by Ploetzner and Lowe (2012) (see 2.3), iconic representations resemble the object they depict with respect to shape, texture, color or other visual details, by contrast with abstract representations that use space and visual information to represent symbolic dimensions (time, quantity, etc.). At first glance, our findings may seem inconsistent with the cognitive load theory (Chandler & Sweller, 1991) as well as with the multimedia learning theory of Mayer (Mayer, 1997(Mayer, , 2001), which both predict that realistic representations impede learning.…”

Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 99%

“…Building on Ainsworth's (2008aAinsworth's ( , 2008b view, one way to solve this issue is to consider the expressive form of representation. Subsequently, the functions of the animation could be categorized in terms of the abstraction quality of the visual representation dimension, as proposed by Ploetzner and Lowe (2012) in their animation's characterization. This dimension ranges from iconic to abstract representations.…”

Section: Factors Related To the Instructional Materialsmentioning

confidence: 99%

“…Another plausible explanation may stem from the expository characteristic of the animated visualizations included in this meta-analysis. This eligibility criterion was selected to follow Ploetzner and Lowe's (2012) recommendation to compare research on learning from animations. The expository purpose "intend [s] to provide an explicit explanation of the entities, structures, and processes involved in the subject matter to be learner" (Ploetzner & Lowe, 2012, p. 782).…”

Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 99%

“…f) Abstraction of the visual representation (function) of the animation inferred from study snapshot examples. Based on the characterization of expository animations proposed by Ploetzner and Lowe (2012), two levels of the abstraction quality of the visual representations were distinguished, namely iconic representation, which includes schematic pictures, realistic pictures, and photo-realistic pictures; and abstract representation, which includes analytical pictures, formal notation, symbols, charts, diagrams, graphs, and maps. g) Modality of the commentary accompanying the displays (animation and static graphics).…”

Section: Variables Coded From the Studiesmentioning

confidence: 99%

See 4 more Smart Citations

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

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Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 99%

Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 99%

Section: Factors Related To the Instructional Materialsmentioning

confidence: 99%

Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 99%

Section: Variables Coded From the Studiesmentioning

confidence: 99%

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Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

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Age Differences in Learning from Instructional Animations

Boucheix

Lowe

Bugaïska

2015

Applied Cognitive Psychology

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The present study tests the effects of the decline of executive functions and spatial abilities with aging on the comprehension of a complex instructional animation. An animation of a piano mechanism was presented individually to 33 young adults and 31 elderly participants. Two presentation speeds of the animation (normal and slow) were compared in a 2 × 2 experimental design. Eye movements were recorded during the learning time. Then, four executive function tests (inhibition, shifting, updating, and processing speed) and a spatial ability test (differential aptitude test) were undertaken by each participant. Results showed that the comprehension of animations was significantly affected by aging. Significant differences between young and old groups were found for executive functions and spatial abilities. Regressions on comprehension scores showed a strong significant effect of spatial ability. Like in previous research, presentation speed had no effect. Eye movement data showed this result was due to application of a compensation strategy.

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Research trends on learning computer programming with program animation: A systematic mapping study

Yusuf

Noor

2023

Comp Applic In Engineering

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Over the last few decades, computer programming has become an important field of endeavor due to rapid development in the information sector. Despite the importance of programming, there is a growing concern that it is relatively difficult. In the process, researchers have started employing media tools to reduce programming difficulties and motivate learners to approach programming problems. One of the common tools widely used is program animation—an instructional medium that incorporates animated characters. However, little is known about the research trends in this field of study. This article, therefore, employed a systematic mapping method to review this trend to find patterns and gaps left in the literature. The study extracted 48 articles published between 2000 and 2022 from four scientific databases (Web of Science, Scopus, ScienceDirect, and ERIC) and three digital libraries (ACM Digital Library, IEEE Xplore Digital Library, and Wiley Online Library). The review discovered important trends. First, there is a paucity of research evidence evaluating program animation in the context of secondary and elementary levels; the majority of the extracted studies focused on participants from tertiary institutions. A similar paucity of research evidence employing mixed methods and qualitative approaches was also noted. Scratch programs were used in recent research more often than other program animations. There is also too little evaluation of psychomotor variables. Finally, there exist inconsistent findings on the effect of program animation although plenty of studies revealed positive results in favor of these media tools. The study therefore recommends that future research should be conducted to fill these identified gaps.

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A systematic characterisation of expository animations

Cited by 88 publications

References 63 publications

Does animation enhance learning? A meta-analysis

Does animation enhance learning? A meta-analysis

Age Differences in Learning from Instructional Animations

Research trends on learning computer programming with program animation: A systematic mapping study

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