Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety

Comparing apples and oranges? A critical look at research on learning from statics versus animations

“…Had the bias been avoided, the effect favoring animation could have been smaller. In contrast, another study (Hong et al, 2015) included the appealing element of fish only in animation, but in this case the bias toward animation lead to a negative result, as the statics format showed the higher performance. Had the bias been avoided, the effect favoring statics could have been higher.…”

“…More than a decade later, these biased comparisons persist (e.g., Akinlofa, Holt, & Elyan, 2013;Hong, Lin, Hwang, Tai, & Kuo, 2015), where variables such as appealing extras, In order to provide guidelines to design future controlled statics vs. animation comparisons, we describe seven biases that we have identified in the literature (see Table 1 and Note that each bias can lead to a positive, negative, or neutral result, implying contrasting interpretations (see Table 2). For example, as described next in the appeal bias, one study (Wu & Chiang, 2013) included appealing colors and shades only in the animation and not in the static condition.…”

“…Only the animated format included color and lighting in the shapes, showing appeal biases in color and in other features (shades and lights). This appeal bias toward the rotating animation might have influenced the finding that the animation showed significantly higher comprehension scores than the rotating static condition Hong et al (2015). investigated two groups of elementary school students learning Chinese idioms through two different computer games.…”

Applying Kahoot in Thai Language and Culture Curriculum: Analysis of the Relationship among Online Cognitive Failure, Flow Experience, Gameplay Anxiety and Learning Performance

“…3) Gameplay anxiety Studies have shown that anxiety can produce psychological reactions such as panic, nervousness, fear, inability to cope and lack of concentration [32]. Based on the above concepts, this study adapted the anxiety scale [67] proposed by Hong, Lin, Hwang, Tai, and Kuo (2015) to measure the perception of gameplay anxiety of learners during the course review (learning) through Kahoot.…”

Learning Progress in a Chinese Order of Stroke Game: The Effects of Intrinsic Cognitive Load and Gameplay Interest Mediated by Flow Experience

“…Previous studies have indicated that interest is classified as an affective variable (Mayer & Moreno, 2002) that strongly influences and plays a positive role in learning (Hidi & Renninger, 2006; Hong, Lin, Hwang, Tai, & Kuo, 2015). For instance, flow is an affective factor; it refers to one's mental state when one has filtered out irrelevant emotions and is fully immersed in an activity (Csikszentmihalyi, 1975).…”