Animation, incidental learning, and continuing motivation.

Rieber, Lloyd P.

doi:10.1037/0022-0663.83.3.318

Cited by 195 publications

(118 citation statements)

References 61 publications

Supporting

Mentioning

101

Contrasting

Unclassified

Order By: Relevance

“…Gagne's taxonomy (1982) was mentioned by Rieber (1989Rieber ( , 1991, and Bloom's taxonomy (1956) was mentioned by Rigney (1976). Wang, Vaughn, and Liu (2011) referred to the revised taxonomy of Bloom (Anderson & Krathwohl, 2001).…”

Section: Descriptive Resultsmentioning

confidence: 99%

“…The building of a coherent mental model from animations is largely determined by learners' prior knowledge and visuospatial ability, which have top-down and bottom-up influences on processing respectively (Baddeley & Hitch, 1974;ChanLin, 2001;Hegarty & Kriz, 2008;Hegarty, Canham, & Fabrikant, 2010;Kriz & Hegarty, 2004, 2007Kalyuga, 2008;Rieber, 1991). Both factors influence how learners explore and extract visual information from the displays (Hegarty et al, 2010;Lowe, 2003).…”

Section: Moderator Factors Influencing Learning From Animationmentioning

confidence: 99%

See 1 more Smart Citation

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

272

173

View full text Add to dashboard Cite

Section: Descriptive Resultsmentioning

confidence: 99%

Section: Moderator Factors Influencing Learning From Animationmentioning

confidence: 99%

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

272

173

View full text Add to dashboard Cite

“…Ferguson & Hegarty, 1995). When animations fail to benefit learning, their promoters argue that they are attractive and motivating, so they could be preferred just for that (Perez & White, 1985;Rieber, 1991a;Sirikasem & Shebilske, 1991). However, it turns out that animations frequently take more time, so they have a cost.…”

Section: Failures Of Animation To Benefitmentioning

confidence: 99%

“…In a study evaluating graphics for teaching the circulatory system, the animated diagrams of the heart included blood pathways, but the static diagram did not (Large, Beheshti, Breuleux & Renaud, 1996). The static graphics used in Rieber's (1990Rieber's ( , 1991a computer-based lesson on Newton's laws of motion did not include information fundamental to understanding the laws. The static graphic for Newton's law of equal and opposite forces depicted the movement of the ball, but not that a single kick to the ball both started and stopped its motion.…”

Section: Incomparable Content In Static and Animated Graphicsmentioning

confidence: 99%

Animation: can it facilitate?

Tversky¹,

Morrison²,

Bétrancourt³

2002

International Journal of Human-Computer Studies

1,307

932

View full text Add to dashboard Cite

Graphics have been used since ancient times to portray things that are inherently spatiovisual, like maps and building plans. More recently, graphics have been used to Portray things that are metaphorically spatiovisual, like graphs and organizational charts. The assumption is that graphics can facilitate comprehension, learning, memory, communication and inference. Assumptions aside, research on static graphics has shown that only carefully designed and appropriate graphics prove to be beneficial for conveying complex systems. Effective graphics conform to the Congruence Principle according to which the content and format of the graphic should correspond to the content and format of the concepts to be conveyed. From this, it follows that animated graphics should be effective in portraying change over time. Yet the research on the efficacy of animated over static graphics is not encouraging. In cases where animated graphics seem superior to static ones, scrutiny reveals lack of equivalence between animated and static graphics in content or procedures; the animated graphics convey more information or involve interactivity. Animations of events may be ineffective because animations violate the second principle of good graphics, the Apprehension Principle, according to which graphics should be accurately perceived and appropriately conceived. Animations are often too complex or too fast to be accurately perceived. Moreover, many continuous events are conceived of as sequences of discrete steps. Judicious use of interactivity may overcome both these disadvantages. Animations may be more effective than comparable static graphics in situations other than conveying complex systems, for example, for real time reorientations in time and space. #

show abstract

“…only when necessary and when the animation is not too difficult to use (Betrancourt & Tversky, 2000). But most of these studies have been performed in laboratory settings (e.g., Kaiser, Proffitt, Whelan, & Hecht, 1992;Palmiter et al, 1991) or use tasks specially crafted to show animated or static pictures (e.g., Pane et al, 1996;Rieber, 1991 (Palmiter & Elkerton, 1993), to teach computer science algorithms (Byrne et al, 1999) to teach how something works (Mayer & Anderson, 1991;Pane et al, 1996), and to understand other complex dynamic systems, like the weather (Lowe, 1999). Indeed, the prevalent feeling in this body of literature is that animations should be better than static images because, by a principle of congruence, animations should be a natural medium for conveying information about change, just as graphics are a natural way for conveying information about space (Tversky et al, 2002).…”

Section: Security Classification Of: 17 Limitation Of Abstractmentioning

confidence: 99%