Increasing Associative Learning of Abstract Concepts through Audiovisual Redundancy

Abstract

In this study, the researcher developed a computer-based learning (CBL) courseware that presented the abstract concept with a concrete analogy through five different versions: 1) static graphic group; 2) static graphic with full audio group; 3) animation group; 4) animation with cued audio group; and 5) animation with full audio group. The participants were 316 college students and were divided into three ability levels based on their IQ reasoning score. Research results found that either static graphics without audio narration or animation with full audio can help students understand the abstract concepts better than either static graphics with full audio or animation alone groups. Animation with full audio has the best effect on long term retention. Students' IQ reasoning ability significantly helps them build associations between abstract and concrete knowledge more accurately and efficiently. The results of this study will contribute to the application of using multimedia CBL in teaching abstract concepts.

Instructional animation versus static pictures: A meta-analysis

“…In the study of Lai (2000), for example, in which concepts of programming with Quick BASIC were taught via an animated comic figure, the animation did not have an advantage over static pictures. To the contrary, in such a case the animation may distract the learner's attention from the actual topic to be learned: thus, following Cognitive Load Theory (Chandler & Sweller, 1991), the animation would impose extraneous cognitive load on the learner, which burdens the capacity of working memory unnecessarily.…”

Enhancing Learning from Different Visualizations by Self-Explanation Prompts

“…Later empirical studies revealed diverse and inconclusive results-some studies showed the superiority of animations (e.g., Arguel & Jamet, 2009;Ayres, Marcus, Chan, & Qian, 2009;Catrambone & Seay, 2002;Lai, 2000;Lin & Atkinson, 2011;Michas & Berry, 2000;Wong, Marcus, Ayers, Smith, Cooper, Paas, et al, 2009;Yang, Andre, & Greenbowe, 2003). For instance, Wong et al (2009) found in three experiments that the participants who studied animations were more successful to complete paper-folding tasks than their counterparts who studied static graphics.…”

Zoomable User Interfaces as a Medium for Slide Show Presentations

“…Research also indicates that animation may improve long-term understanding of various kinds of presented material. 22,29 This improvement was most profoundly observed in those with low spatial abilities. 22 One of the biggest risks associated with animations is the time consumed by presenting extra intermediate frames during a transition.…”

“…Research has shown that animations accompanied by explanatory audio can improve understanding of abstract concepts over static graphics combined with explanatory audio. 29 This animation-audio combination also leads to better long-term retention than its static counterpart. 29 Because slide show style presentations almost always combine audio with the visual display, they may benefit significantly from animation.…”