Book contents
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction to Multimedia Learning
- PART I THEORETICAL FOUNDATIONS
- PART II BASIC PRINCIPLES OF MULTIMEDIA LEARNING
- PART III ADVANCED PRINCIPLES OF MULTIMEDIA LEARNING
- 14 The Guided Discovery Principle in Multimedia Learning
- 15 The Worked-Out Examples Principle in Multimedia Learning
- 16 The Collaboration Principle in Multimedia Learning
- 17 The Self-Explanation Principle in Multimedia Learning
- 18 The Animation and Interactivity Principles in Multimedia Learning
- 19 Navigational Principles in Multimedia Learning
- 20 The Site Map Principle in Multimedia Learning
- 21 Prior Knowledge Principle in Multimedia Learning
- 22 The Cognitive Aging Principle in Multimedia Learning
- PART IV MULTIMEDIA LEARNING IN CONTENT AREAS
- PART V MULTIMEDIA LEARNING IN ADVANCED COMPUTER-BASED CONTEXTS
- Author Index
- Subject Index
- References
18 - The Animation and Interactivity Principles in Multimedia Learning
Published online by Cambridge University Press: 05 June 2012
Edited by
Book contents
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction to Multimedia Learning
- PART I THEORETICAL FOUNDATIONS
- PART II BASIC PRINCIPLES OF MULTIMEDIA LEARNING
- PART III ADVANCED PRINCIPLES OF MULTIMEDIA LEARNING
- 14 The Guided Discovery Principle in Multimedia Learning
- 15 The Worked-Out Examples Principle in Multimedia Learning
- 16 The Collaboration Principle in Multimedia Learning
- 17 The Self-Explanation Principle in Multimedia Learning
- 18 The Animation and Interactivity Principles in Multimedia Learning
- 19 Navigational Principles in Multimedia Learning
- 20 The Site Map Principle in Multimedia Learning
- 21 Prior Knowledge Principle in Multimedia Learning
- 22 The Cognitive Aging Principle in Multimedia Learning
- PART IV MULTIMEDIA LEARNING IN CONTENT AREAS
- PART V MULTIMEDIA LEARNING IN ADVANCED COMPUTER-BASED CONTEXTS
- Author Index
- Subject Index
- References
Summary
Abstract
Computer animation has tremendous potential to provide visualizations of dynamic phenomena that involve change over time (e.g., biological processes, physical phenomena, mechanical devices, and historical development). However, the research reviewed in this chapter showed that learners did not systematically take advantage of animated graphics in terms of comprehension of the underlying causal or functional model. This chapter reviewed the literature about the interface and content features that affect the potential benefits of animation over static graphics. Finally, I proposed some guidelines that designers should consider when designing multimedia instruction including animation.
What Are the Animation Principle and the Interactivity Principle?
In the last decade, with the rapid progression of computing capacities and the progress of graphic design technologies, multimedia learning environments have evolved from sequential static text and picture frames to increasing sophisticated visualizations. Two characteristics appear to be popular among instruction designers and practitioners: the use of animated graphics as soon as depiction of dynamic system is involved, and the capability for learners to interact with the instructional material.
Conceptions of Animation
Despite its extensive use in instructional material, computer animation still is not well understood. Baek and Layne (1988) defined animation as “the process of generating a series of frames containing an object or objects so that each frame appears as an alteration of the previous frame in order to show motion” (p. 132).
- Type
- Chapter
- Information
- The Cambridge Handbook of Multimedia Learning , pp. 287 - 296Publisher: Cambridge University PressPrint publication year: 2005
References
, & (1988). Color, graphics, and animation in a computer-assisted learning tutorial lesson. Journal of Computer-Based Instruction, 15, 131–135Google Scholar
, & (2000). Effect of computer animation on users' performance: A review. Le travail Humain, 63, 311–330Google Scholar
, , & (1999). Evaluating animations as student aids in learning computer algorithms. Computers and Education, 33, 253–278CrossRefGoogle Scholar
, & (2002). Using animation to help students learn computer algorithms. Human Factors, 44, 495–511CrossRefGoogle ScholarPubMed
Gonzales, C. (1996). Does animation in user interfaces improve decision making? , , & (Eds.), Proceedings of Computer Human Interaction, CHI'96, pp. 27–34. Vancouver, British Columbia, Canada: ACM PressGoogle Scholar
(1992). Mental animation: Inferring motion from static displays of mechanical systems. Journal of Experimental Psychology: Learning, Memory and Cognition, 18(5), 1084–1102Google ScholarPubMed
, , & (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition and Instruction, 2, 325–360Google Scholar
Hegarty, M., Narayanan, N. H., & Freitas, P. (2002). Understanding machines from multimedia and hypermedia presentations. In , , & , (Eds.), The Psychology of Science Text Comprehension (pp. 357–384). Hillsdale, NJ: Lawrence Erlbaum associatesGoogle Scholar
, , , , & (1999). Designing multimedia manuals that explain how machines work: Lessons from evaluation of a theory-based design. Journal of Educational Multimedia and Hypermedia, 8, 119–150Google Scholar
, , , & (1992). Influence of animation on dynamical judgments. Journal of Experimental Psychology: Human Perception and Performance, 18, 669–690Google ScholarPubMed
, , & (2001). User attitude as a mediator of learning performance improvement in an interactive multimedia environment: An empirical investigation of the degree of interactivity and learning styles. International Journal of Human-Computer Studies, 54, 541–583CrossRefGoogle Scholar
(2003). Animation and learning: Selective processing of information in dynamic graphics. Learning and Instruction, 13, 247–262CrossRefGoogle Scholar
(2004). Interrogation of a dynamic visualization during learning. Learning and Instruction, 14, 257–274CrossRefGoogle Scholar
, & (2001). When learning is just a click away: Does simple interaction foster deeper understanding of multimedia messages?Journal of Educational Psychology, 93, 390–397CrossRefGoogle Scholar
, , & (2001). Cognitive constraints on Multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187–198CrossRefGoogle Scholar
, & (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multi-media learning. Journal of Educational Psychology, 86, 389–401CrossRefGoogle Scholar
, & (2002). Multimedia design for communication of dynamic information. International Journal of Human-Computer Studies, 57, 279–315CrossRefGoogle Scholar
Rebetez, C., Sangin, M., Betrancourt, M., & Dillenbourg, P. (2004). Effects of collaboration in the context of learning from animations. In Proceedings of EARLI SIG Meeting on Comprehension of Text and Graphics: Basic and Applied Issues, September, 9–11, Universitat de Valencia: Valencia Spain, 187–192
(1989). The effects of computer animated elaboration strategies and practice on factual and application learning in an elementary science lesson. Journal of Educational Computing Research, 5, 431–444CrossRefGoogle Scholar
, & (1988). Effects of textual and animated orienting activities and practice on learning from computer-based instruction. Computers in the Schools, 5, 77–89CrossRefGoogle Scholar
Schnotz, W. (2002, July). Enabling, facilitating, and inhibiting effects in learning from animated pictures. Paper presented at the Dynamic Visualizations workshop, Knowledge Media Research Centre, Tübingen, Germany
, , & (1999). Individual and co-operative learning with interactive animated pictures. European Journal of Psychology of Education, 14, 245–265CrossRefGoogle Scholar
, & (2003). External and internal representations in multimedia learning. Learning and Instruction, 13, 117–123CrossRefGoogle Scholar
, , & (2000). Do film cuts facilitate the perceptual and cognitive organization of activity sequences?Memory and Cognition, 28, 214–223CrossRefGoogle ScholarPubMed
, & (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14, 293–305CrossRefGoogle Scholar
, , & (2002) Animation: Can it facilitate?International Journal of Human-Computer Studies, 57, 247–262CrossRefGoogle Scholar
, , & (2001). Perceiving, remembering, and communicating structure in events. Journal of Experimental Psychology: General, 130, 29–58CrossRefGoogle ScholarPubMed
- 148
- Cited by