Static and animated graphics in learning from interactive texts

Abstract

u.s.Animating the graphics in electronic documents may increase readers' willingness to study them but may impair or distort the processes of gist comprehension. Experiment 1 confirmed that, compared with static diagrams, animation increased readers' willingness to study a range of graphic genres (maps, time-lines, drawings of unfamiliar objects). Total reading time was also increased but readers' differential access of static and animated graphics confounded the interpretation ofimmediate and delayed retention tests. Experiment 2 contrasted the effects of accessing the graphics before or during reading. Scores on a quiz immediately after reading were significantly higher when the graphics were seen before rather than during reading, suggesting that readers found it difficult to integrate the graphics while still building the gist of the text. Scores on both an immediate and a delayed quiz were significantly higher when the graphics were static rather than animated. One pointer to the cause of the decrement with animated graphics was that the quiz performance of readers having animated graphics correlated with their scores on a picture memory test, whereas those of readers with static graphics did not. In contrast the delayed quiz scores ofreaders with static graphics showed a significant interaction with their performance on a digit memory task. Readers with high scores on digit memory benefited from accessing the graphics while reading, but readers with low scores on the digit test were impaired by such access during reading. This suggests that the cognitive skills needed for integrating text with animated graphics may differ from those needed for dealing with static graphics.The inclusion of illustrations in a text can have complex effects on readers. For example, it has been found that readers' confidence increases although their recognition accuracy

An examination of the seductive details effect in terms of working memory capacity

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The construction of a double-entry table: a study of primary and secondary school students’ difficulties

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Effects of Seductive Details on Multimedia Learning

“…Although Harp and Mayer (1998) had proposed that the diversion hypothesis was the most likely explanation for seductive details affecting the learning process, Wiley (2003) demonstrated that presenting images before a text reduced the negative impact of seductive imagery. Wright, Milroy, and Lickorish (1999) found that presenting animation before a text also reduced any detrimental effect to learning performance, when compared with embedded animation within a text.…”