No media effect for process knowledge: animation did not improve learning of dynamic content¶

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 setting did not produce better process knowledge than picture+voice or picture+text; the hypothesis that animations better support dynamic content learning was rejected. → 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

In the same 36-participant three-group experiment, the process-knowledge measures (Table 5 means PT 7.07, PV 9.27, AV 8.76) showed no significant media order effect, so the static-dynamic assumption could not be evaluated in this experiment.

"Hypothesis 3 was rejected, because there was no effect of media for process knowledge at all."

Discussion¶

Related Claims¶

• Animations appear to pacify learners: static-picture groups navigated far more actively than the animation group — related
• Media effects on learning are not homogeneous across knowledge categories — a broader claim this one bears on
• Voice-based multimedia settings (animation+voice and picture+voice) produce better learning performance than picture+text — related
• Animation produces a small overall learning advantage over static graphics in multimedia instruction — reports the opposite
• Animations can be superior to static graphics for learning tasks involving human motor movement — related