When Static Media Promote Active Learning: Annotated Illustrations Versus Narrated Animations in Multimedia Instruction.

Abstract

In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works (Experiment 2), how ocean waves work (Experiment 3), and how a car's braking system works (Experiment 4). On subsequent retention and transfer tests, the paper group performed significantly better than the computer group on 4 of 8 comparisons, and there was no significant difference on the rest. These results support the static media hypothesis, in which static illustrations with printed text reduce extraneous processing and promote germane processing as compared with narrated animations.

Effects of Visualisation and Advance Organisers in Reading Multimedia-Based Texts

“…This assertion can be supported by Hays' (1996) and Rieber, Tzeng, and Tribble's (2004) findings on the superiority of animation over static visuals. The above results, however, challenge Mayer et al's (2005) idea that only static illustrations effectively reduce extraneous cognitive load. The addition of animation appeared to have acted as an engaging tool, assisting the EFL participants to attend to the crucial information in the multimedia texts.…”

“…Some researchers (Mayer, Hegarty, Mayer & Campbell 2005, Schnotz, Bockheler & Grzondziel 1999, Tversky, Morrison & Betrancourt 2002 demonstrated that animation was an ineffective strategy, compared to other types, in learning. For instance, Schnotz, Bockheler, and Grzondziel (1999) conducted a research examining learning from texts and pictures together with an analysis of possible effects of animation and interactivity on knowledge acquisition.…”

“…Results revealed that learning with interactive animated pictures did not facilitate the performance on the mental simulation tasks. Assuming that animation would have a superior effect over static visualisation, Mayer, Hegarty, Mayer and Campbell (2005) conducted a research to investigate the effect of annotated illustrations on psychology students' retention and test performance at the University of California. The subjects had either a static diagram with explanatory text or animation with narration explaining the process of how lightning, a toilet tank, ocean waves and a car's braking system worked.…”

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

“…Alesandrini (2002) explains that from an instructional viewpoint, graphics can facilitate learning: a) when used to represent actual people, places, or things; b) when the graphic helps to simplify difficult, complex, and/or abstract material (e.g., a company's organizational chart) ; or c) when used as an analogical bridge between familiar, already learned materials and unfamiliar, or to be learned materials (e.g., a graphic of a familiar truck to facilitate learning the functions of an unfamiliar red blood cell). Repeatedly, studies have shown that graphics can benefit comprehension, insight, and learning when properly selected and used within instructional materials (e.g., the review by Tversky, Morrison & Betrancourt, 2002) Mayer and his colleagues (e.g., Mayer, 2001;2008, Mayer, Hegarty, Mayer & Campbell, 2005Mayer & Moreno, 2002;2003;Mayer & Sims, 1994) have repeatedly examined the impact of graphics on learning as they developed their cognitive theory of multimedia learning. A key assumption within that theory is that as humans encounter new information, separate verbal and visual information processing systems are used.…”

Multimedia Instructional Message (MIM) and Simulation-Aided Learning: A Conceptual Framework

“…Hence, research had revealed that dynamic images are not permanently effective compared to the series of static images when depicting the same contents. A research by Mayer, Hegarty, Mayer and Campbell [14], found that static images in the instructional material were more effective compared to dynamic images. In their research, two MIM methods were used to depict the concept of storms and lightning formation.…”