Animations appear to pacify learners: static-picture groups navigated far more actively than the animation group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The animation+voice group averaged 8.54 navigation actions versus about 34 in the picture groups, suggesting animations induce a passive learning mode while static presentations encourage active model building. → Guttormsen Schär 2007

Evidence¶

Guttormsen Schär 2007¶

Guttormsen Schär, S., & Zimmermann, P. G. (2007). Investigating Means to Reduce Cognitive Load from Animations: Applying Differentiated Measures of Knowledge Representation. Journal of Research on Technology in Education, 40(1), 64–78. https://eric.ed.gov/?id=EJ826063 doi:10.1080/15391523.2007.10782497

q2 · i? · causal · r1

Logged click data from the experiment showed the AV group used far fewer navigation actions than the PV and PT groups, although only nine forward clicks were needed in the picture settings; the authors link this to Salomon's invested mental effort account and suggest animations induce a passive learning mode.

"The mean number of navigation activities for the AV group was 8.54, 34.11 for PV and 34.92 for PT ."

Discussion¶

Related Claims¶

• Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — the general claim this finding bears on, with the studies behind it

• Segmenting multimedia instruction into learner-paced segments improves retention and transfer performance with small-to-medium effects — the general claim this finding bears on, with the studies behind it

• Learner flow control over animations is rarely used, and the authors report no correlation between its use and knowledge-test results although the printed Spearman r is 0.464 — related
• No media effect for process knowledge: animation did not improve learning of dynamic content — related
• Learner control does not improve retention of the main steps in an animated multimedia instruction — related
• Animation produces a small overall learning advantage over static graphics in multimedia instruction — related
• Intensity of learner control use relates to retention gains but not to transfer performance — related
• Media effects on learning are not homogeneous across knowledge categories — related