Instructional animation versus static pictures: A meta-analysis

Höffler, Tim N.; Leutner, Detlev

doi:10.1016/j.learninstruc.2007.09.013

Cited by 776 publications

(535 citation statements)

References 60 publications

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“…Thus, knowing "what" (factual) is a prerequisite for knowing "how" (procedural), and the cognitive process dimension brings the granularity of the learning. Systematically referring to such taxonomy would allow a better interpretation of the many studies aiming to compare the instructional effectiveness of animation to static graphics in a multimedia learning context (Bauer-Morrison, Hegarty et al, 2003;H€ offler & Leutner, 2007;Moreno & Mayer, 2007;Schneider, 2007).…”

Section: Factors Related To the Instructional Contextmentioning

confidence: 99%

“…In other studies, the two conditions differ from each other relative to factors other than the visualization per se, such as an unequal amount of information conveyed by both displays, or non-equivalent procedures used in the conditions . H€ offler and Leutner (2007) reviewed a large body of research on the instructional effectiveness of animation compared to static graphic displays, by conducting a meta-analysis of 76 pair-wise comparisons out of 26 studies, covering the period 1973e2003. The meta-analysis procedure allows the synthesizing of a large number of pair-wise comparisons.…”

Section: Introductionmentioning

confidence: 99%

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Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

272

173

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Section: Factors Related To the Instructional Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

272

173

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“…Although a review by Tversky et al (2002) found little evidence that animations were superior to static visualizations (see also Mayer et al 2005), a meta-analysis by Höffler and Leutner (2007) indicated that under some conditions animations may produce better learning than static visualizations. According to Tversky et al (2002), failures to find improved learning from animations might result from the fact that animations are often "too complex or too fast to be accurately perceived" (p. 247).…”

Section: Learning From Complex Animationsmentioning

confidence: 99%

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations . Cognitive load theory . Instructional designRecent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static

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“…When static visuals like pictures are used, learners are forced to infer this model on their own. One may, therefore, expect dynamic visuals to be more helpful in fostering the learning process if motion in three-dimensional space is a relevant aspect of the learning material" (p. 178) Although in several comparison studies researchers have not found animated graphics to produce greater levels of learning and comprehension than static graphics (e.g., Kriz, 2002;Mayer, Hegarty, Mayer & Campbell, 2005), a recent meta-analysis found that when animations contain certain levels of realism or are focused on proceduralmotor skills, they facilitate better learning outcomes than static graphics (Höffler & Leutner, 2007). In a series of studies Ayres, Marcus, Chan and Qian (2009), as well as Wong et al, (2009) confirmed these findings.…”

Section: Introductionmentioning

confidence: 99%

Impact of static graphics, animated graphics and mental imagery on a complex learning task

Lai

Newby

2012

AJET

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The present study compared the impact of different categories of graphics used within a complex learning task. One hundred eighty five native English speaking undergraduates participated in a task that required learning 18 Chinese radicals and their English equivalent translations. A post-test only control group design compared performance differences following training between 5 groups of participants (control, concrete verbal imagery information, single static graphics, multiple gradient static graphics, and animated graphics) on both immediate and 4-week retention tests. Data analysis indicated all graphic groups significantly outperformed the control group immediately following training. A 4-week delayed test showed those originally receiving multiple gradient static graphics significantly outperformed all other groups except those receiving the animated graphics. Implications are discussed based on cognitive load and the cognitive theory of multimedia learning.

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Instructional animation versus static pictures: A meta-analysis

Cited by 776 publications

References 60 publications

Does animation enhance learning? A meta-analysis

Does animation enhance learning? A meta-analysis

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

Impact of static graphics, animated graphics and mental imagery on a complex learning task

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