Individual and co-operative learning with interactive animated pictures

Abstract

Computer-based multimedia learning environments make it possible to present interactive animated pictures, which can be manipulated for active exploratory learning and which allow the dynamic behavior ofcomplex subject matter to be displayed. Due to the large range of possibilities for exploratory interaction, such learning environments seem well suited for co-operative learning in which different learners analyse the presented subject matter from different perspectives. This paper first describes a theoretical framework for learning from texts and pictures together with an analysis ofpossible effects of animation and interactivity on knowledge acquisition. It then presents two empirical studies in which knowledge acquisition from interactive animated pictures was compared with knowledge acquisition from static pictures under the conditions of individual learning (Study I) and of cooperative learning (Study II). In Study I, learning with interactive animated pictures resulted in a superior encoding of detail information, but did not facilitate performance of mental simulation tasks. In Study II, learning with interactive animated pictures resulted both in inferior encoding of detail information and poorer results in mental simulations. These findings and the analysis of discourse protocols of subjects' co-operation suggest that exploratory learning with interactive animated pictures is associated with extraneous cognitive load and that this load can be further increased by the co-ordination demands of co-operative learning. Although animated pictures may provide external support for mental simulations, they do not appear to be generally beneficial for learning, because they can prevent individuals from performing relevant cognitive processes.

Developing rich and quickly accessed knowledge of an artificial grammar

“…Although there has been prior research claiming facilitative effects of animation on learning (e.g., Large, Beheshti, Breuleux, & Renaud, 1996;Schnotz, Böckheler, & Grzondziel, 1999), it has been argued that this research does not demonstrate that animation improves learning because of methodological confounds (Tversky, Morrison, & Betrancourt, 2002). For example, some studies present additional information in animated versions than in static versions of the same stimuli (e.g., Large et al, 1996) or allow interactivity in animated versions, but not in static versions.…”

Animation: can it facilitate?

“…In some studies, the animation condition allowed interactivity while the static condition did not, so that benefits may be due to interactivity rather than animation (e.g. Schnotz & Grzondziel, 1999). Another factor known to facilitate learning, prediction, has also been confounded with animation in some studies.…”

Does animation enhance learning? A meta-analysis

“…Schneider (2007) underlines that within the same study the effect of animation could differ depending on the learning outcomes tested. For example, in a geographic time difference study (Schnotz, B€ ockheler, & Grzondziel, 1999), the comprehension test determined the advantage of the animation over the static graphics, whereas the mental simulation test showed the opposite pattern. In Lewalter's study (2003), assessments for knowledge acquisition of facts revealed no difference between static and animation learning, whereas comprehension measures showed a marginal difference in favor of animation.…”