The animation advantage is larger when the animation is system-paced¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i1 Moderator analysis indicates a substantial effect size for animation over static graphics when the animation is system-paced (g = 0.309). → BERNEY 2016

Evidence¶

BERNEY 2016¶

BERNEY, Sandra, BETRANCOURT, Mireille. (2016). Does animation enhance learning? A meta-analysis. Computers and education. https://doi.org/10.1016/j.compedu.2016.06.005

q4 · i1 · quant-synthesis · r2

Moderator analysis within the random-effects meta-analysis of animated vs. static graphic comparisons. The review reports a substantial effect "when the animation was system-paced (g = 0.309)".

"Additional moderator analyses indicated substantial effect sizes when the animation was system-paced (g = 0.309), when it was coupled with auditory commentary (g = 0.336) or when the nstruction did not include any accompanying text (g = 0.883)."

Discussion¶

Related Claims¶

• The animation advantage is larger when animation is coupled with auditory commentary — related
• Animation produces a small overall learning advantage over static graphics in multimedia instruction — a broader claim this one bears on
• The animation advantage is largest when instruction includes no accompanying text — related
• Animation is overall beneficial to retention compared with static graphics in multimedia instruction about dynamic systems — a broader claim this one bears on
• For transfer, only learners studying collaboratively benefited from animated over static graphics — related
• Prior research failed to find clear evidence that animated graphics improve comprehension over static graphics — reports the opposite