For transfer, only learners studying collaboratively benefited from animated over static graphics¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The transfer advantage of animated over static graphics was present for learners studying in dyads but not for learners studying individually (animation × learning-setting interaction). → Rebetez 2010

Evidence¶

Rebetez 2010¶

Rebetez, C., Betrancourt, M., Sangin, M., & Dillenbourg, P. (2010). Learning from animation enabled by collaboration. Instructional Science, 38(5), 471–485. https://doi.org/10.1007/s11251-009-9117-6

q3 · i? · causal · r?

Reported finding of the three-factor between-subjects experiment manipulating instruction type (static vs animated) and learning setting (individual vs collaborative). The article reports that for transfer "only learners studying collaboratively benefited from animated over static graphics"; no effect size is printed.

"The findings indicate that animation was overall beneficial to retention, while for transfer, only learners studying collaboratively benefited from animated over static graphics."

Discussion¶

Related Claims¶

• Animation is overall beneficial to retention compared with static graphics in multimedia instruction about dynamic systems — related
• The animation advantage is larger when the animation is system-paced — related
• Prior research failed to find clear evidence that animated graphics improve comprehension over static graphics — related
• Animation produces a small overall learning advantage over static graphics in multimedia instruction — related