The effects of animations on verbal interaction in computer supported collaborative learning

Abstract

This paper focuses on the interaction patterns of learners studying in pairs who were provided with multimedia learning material. In a previous article, we reported that learning scores were higher for dyads of an 'animations' condition than for dyads of a 'static pictures' condition.Results also showed that offering a persistent display of one snapshot of each animated sequence hindered collaborative learning. In the present paper, further analyses of verbal interactions within learning dyads were performed in order to have a better understanding of both the beneficial effect of animations and the detrimental effect of the presence of persistent snapshots of critical steps on collaborative learning. Results did not show any differences in terms of verbal categories between the two versions of the instructional material, that is, static versus animated pictures. Pairs who were provided with persistent snapshots of the multimedia sequences produced fewer utterances compared to participants without the snapshots. In addition, the persistent snapshots were detrimental both in terms of providing information about the learning content and in terms of producing utterances solely for the purpose of managing the interaction. In this study, evidence also showed that these two verbal categories were positively related to learning performances. Finally, mediation analyses revealed that the negative effect of persistent snapshots was mediated by the fact that peers of the snapshots condition produced less information providing and interaction management utterances. Results are interpreted using a psycholinguistic framework applied to computer-supported collaborative learning (CSCL) literature and general guidelines are derived for the use of dynamic material and persistency tools in the design of CSCL environments.

Learning from animation enabled by collaboration

“…Referring to the split-attention effect (Chandler and Sweller 1991), we use the expression split-interaction effect to account for the interfering management of two sources of interaction. This interpretation in terms of interference between the additional processing of information induced by collaboration and the additional management of a supplementary source of information (the snapshots) is congruent with the analysis of verbal productions of the peers (Sangin et al 2008). The main findings of this analysis showed that pairs provided with snapshots produced fewer verbal interactions than pairs without snapshots.…”

Exploring collaborative learning effect in blended learning environments

“…Baker and Lund () explored methods to promote reflective interaction in the context of computer‐mediated communication for CSCL during a modeling task in physics. Sangin, Dillenbourg Rebetez, Bétrancourt, and Molinari () investigated the effects of animations on verbal interaction in CSCL, and the results showed that a number of verbal categories were positively related to learning performance. Other researchers compared awareness of cognitive and social behaviour in individual and CSCL environment; the results of their studies indicated that promotion of interaction increased group processing in CSCL (Kirschner, Kreijns, Phielix, & Fransen, ).…”

The effects of computer simulation and animation (CSA) on students' cognitive processes: A comparative case study in an undergraduate engineering course

“…Representative examples include computer simulations (Novak, 2013), computer animations (Sangin, Dillenbourg, Rebetez, Bétrancourt, & Molinari, 2008), intelligent tutoring systems (Hooshyar et al, 2016), animated pedagogical agents (Johnson, Ozogul, & Reisslein, 2014), virtual reality (Merchant et al, 2013), augmented reality (Bressler & Bodzin, 2013), and remote virtual laboratories (Potkonjak et al, 2016). Such technologies are particularly attractive to many contemporary tech-savvy students, as they promote active learning and can be easily and widely adopted at both formal and informal education sites with no requirement for expensive physical facilities and instrumentations.…”