Transient information in animations poses a serious challenge to learning, except for animations of human movement procedures¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Information transience may pose a serious challenge to learning from animations of natural, mechanical, or biological processes or problem-solving procedures, because information may be missed and must be kept in mind while processing new input. → Tamara van Gog & Fred Paas & John Sweller 2010 q2 i? For animations showing human movement procedures the transience problem is reduced or eliminated, presumably because processing is facilitated by the mirror-neuron system. → Tamara van Gog & Fred Paas & John Sweller 2010

Evidence¶

Tamara van Gog & Fred Paas & John Sweller 2010¶

Tamara van Gog & Fred Paas & John Sweller. (2010). Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement. Educ Psychol Rev (2010) 22:375–378. https://doi.org/10.1007/s10648-010-9145-4

q2 · i? · review · r2

Narrative review of animation research (citing Ayres and Paas 2007; Höffler and Leutner 2007; Van Gog et al. 2009b). The review states information "may be missed completely if it is not attended to at the right moment" and must be held in mind during new processing.

"Research has shown that information transience may pose a serious challenge to learning from animations that show for instance, natural, mechanical, or biological processes or problem solving procedures. Information may be missed completely if it is not attended to at the right moment"

Discussion¶

Related Claims¶

• Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — related
• Animations often do not produce more effective learning than static visualizations, partly because their transience creates high working memory load — possibly the same claim (merge candidate)
• The transient information effect states that learning from transient presentations leads to inferior learning compared to permanent presentations — a broader claim this one bears on
• Animations can be superior to static graphics for learning tasks involving human motor movement — related