The animation advantage is largest when instruction includes no accompanying text¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i3 Moderator analysis indicates a substantial effect size for animation over static graphics when the instruction did not include any accompanying text (g = 0.883). → 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 · i3 · 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 nstruction did not include any accompanying text (g = 0.883)" — the largest moderator effect reported.

"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 larger when the animation is system-paced — related
• Verbal redundancy does not facilitate learning when materials include images or animation — related
• Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — related
• On-screen text that duplicates the narration of a diagram can hurt learning, but spoken–written redundancy is not harmful on average and helps over spoken-only presentation in some conditions — related
• The spoken–written advantage over spoken-only presentation appears for system-paced but not learner-paced materials — related
• Animation is overall beneficial to retention compared with static graphics in multimedia instruction about dynamic systems — a broader claim this one bears on
• Prior research failed to find clear evidence that animated graphics improve comprehension over static graphics — reports the opposite
• Dynamic visualizations show a small average benefit over static visualizations, with gender among the moderators — related