A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned.
In a systematic review, 194 studies on learning from animation were analysed. The analysis covers the learning domains, the representational characteristics of the animations, the assessed perceptual and cognitive achievements, and the assessment formats. Research on learning from animation focuses...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 6; pp. 838 - 861 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=147049868&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 147049868 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2020 vid: 36 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 147049868 145877444 147049868 147049868 10.1111/jcal.12476 147049868 ppf: 838 ppct: 23 formats: tig: atl: A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned. aug: au: Ploetzner, Rolf Berney, Sandra Bétrancourt, Mireille affil: Department of Psychology, University of Education, Freiburg, Germany sug: subj: Motion Pictures Learning Computer-Assisted Instruction Human Systematic Review Models, Theoretical Psycinfo ab: In a systematic review, 194 studies on learning from animation were analysed. The analysis covers the learning domains, the representational characteristics of the animations, the assessed perceptual and cognitive achievements, and the assessment formats. Research on learning from animation focuses on assessing conceptual at the neglect of kinematic mental models. This is in contrast to an important rationale for making use of animations: that it needs to be learned what animations can specifically display, namely, how change in space and time occurs. This might explain why meta‐analyses which compared the effectiveness of animations and static pictures found merely small overall effect sizes in favour of animations. To confirm this hypothesis, one meta‐analysis was re‐analysed with a new moderator. It encodes whether the features of the displayed changes were relevant to learning. Learning from animations was significantly more successful than learning from static pictures, if the features of the displayed changes had to be learned. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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