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

Castro-Alonso, Juan C.; Ayres, Paul; Paas, Fred

doi:10.1016/j.compedu.2016.09.004

Cited by 56 publications

(47 citation statements)

References 65 publications

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“…In contrast to incidental forms of embodiment, integrated forms of embodiment can pose additional challenges when designing embodiment experiments (for an overview, see Wilson and Golonka, 2013 ). A crucial factor in ensuring a high internal validity of such experiments is the appropriate choice of control groups (see Castro-Alonso, Ayres, & Paas, 2016 , for a related criticism of research in the field of multimedia learning). Educational embodiment researchers tend to perform research using widely available devices, such as video game consoles (e.g.…”

Section: Reviewmentioning

confidence: 99%

Embodied learning: introducing a taxonomy based on bodily engagement and task integration

2018

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Research on learning and education is increasingly influenced by theories of embodied cognition. Several embodiment-based interventions have been empirically investigated, including gesturing, interactive digital media, and bodily activity in general. This review aims to present the most important theoretical foundations of embodied cognition and their application to educational research. Furthermore, we critically review recent research concerning the effectiveness of embodiment interventions and develop a taxonomy to more properly characterize research on embodied cognition. The main dimensions of this taxonomy are bodily engagement (i.e. how much bodily activity is involved) and task integration (i.e. whether bodily activities are related to a learning task in a meaningful way or not). By locating studies on the 2 × 2 grid resulting from this taxonomy and assessing the corresponding learning outcomes, we identify opportunities, problems, and challenges of research on embodied learning.

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Section: Reviewmentioning

confidence: 99%

Embodied learning: introducing a taxonomy based on bodily engagement and task integration

2018

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“…The second picture was taken exactly in the middle of the animation time lapses (Figure ). The choice of three sequential‐static pictures instead of one single picture was justified in terms of information quantity and comparability with the animated format (see Tversky et al, , with recommendations from research by Castro‐Alonso, Ayres, & Paas, ). Thus, 128 stimuli were designed in total.…”

Section: Methodsmentioning

confidence: 99%

Can animation compensate for temporal processing difficulties in deaf people?

Laurent

Boucheix

Argon

et al. 2020

Applied Cognitive Psychology

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Summary This article addresses the issue of animation as an aid for temporal processing difficulties in deaf people learning the Highway Code. A decision‐making task involving static or animated road situations was performed by 21 deaf and 24 hearing participants. They were confronted with four types of driving situations (overtaking, negotiating roundabouts, highways, and intersections) and had to decide whether or not to proceed. Participants were presented with two different formats (static vs. animated) and two levels of difficulty (simple vs. complex). Results showed that deaf participants had poorer performances in the static condition than hearing participants. Performance was better in the animated condition than in the static condition, especially in deaf participants. The benefits of animation were greater in complex situations for all participants. Decisions made on dynamic road situations were facilitated by the presence of spatiotemporal dimensions. These proved helpful to deaf candidates who have difficulties in this particular area.

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“…Tversky et al (2002) also made the point that there was often an unequal amount of information shown between animations and static pictures. Recently, Castro-Alonso et al (2016) identified seven different types of methodological issues in animation research, including appeal bias (e.g., comparing a colour animation to a black and white static image), variety bias (i.e., more visual elements, such as arrows, in the static and not the dynamic visualization), media bias (e.g., comparing static visualisations on paper to animated ones on-screen), realism bias (e.g., comparing realistic movies to abstract illustrations), number bias (i.e., number of images depicted is different in static and animated format), size bias (i.e. one of the visualisations is larger than the other) and interaction bias (i.e.…”

Section: Incomparable Methodologymentioning

confidence: 99%

“…If the task is learning a human motor skill then animations are likely to be helpful; however, if the task is not human movement, then animation may not provide an advantage. The transient information effect cannot fully explain all the discrepancies found in the literature, and it has been suggested that inconsistencies in the experimental methodologies might also be a significant factor (Castro-Alonso, Ayres, & Paas, 2016;Tversky, Morrison, & Bétrancourt, 2002). The following section examines some of these methodological issues.…”

Section: Embodied Cognition and Observational Learningmentioning

confidence: 97%

Investigating gender and spatial measurements in instructional animation research

Wong

Castro-Alonso

Ayres

et al. 2018

Computers in Human Behavior

Self Cite

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Instructional animation research has been extensive but the results are inconsistent. Amongst a number of possible factors to explain these inconclusive results (e.g., the negative influence of transient information), the influence of spatial ability and gender are less explored. This paper reports three experiments that compared the effectiveness of learning a handmanipulative task (Lego construction) under various conditions with direct examination of the relationship between gender, spatial ability and instructional visualisation. Regression analyses revealed that only one objective measure related to spatial ability (Corsi test) predicted overall test performance, whereas the Card Rotations Test and the Mental Rotations Test did not. However, there was a number of significant gender-spatial ability interactions showing that the spatial ability predictors of male performance were different from those of females. Furthermore a number of subjective measures of spatial ability and experience with instructional animations and static pictures were found to be significant predictors. The results suggest that gender and the type of spatial ability measures used both have a significant impact on gauging the effectiveness of instructional animations. Spatial ability measures should be tailored to gender and the specific nature of the learning domains to yield more consistent research results.

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

Cited by 56 publications

References 65 publications

Embodied learning: introducing a taxonomy based on bodily engagement and task integration

Embodied learning: introducing a taxonomy based on bodily engagement and task integration

Can animation compensate for temporal processing difficulties in deaf people?

Investigating gender and spatial measurements in instructional animation research

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