No abstract

Because "mechanical cinema" has affinity with three-dimensional animated movie, it should be called "engine animation". As a result, the game engines itself pursuits of the realistic and lifelike technology become as the transcript of the Chinese "engine animation" producers. In the context of postmodernity, the imitation of ending up being a "symbol" neglects the presence of historical culture, which makes "engine animation" and Chinese animated films become the replicas of symbol consumption. A large number of person with basic technical ability have been cultivated because of the pursuit of transcript, but we cannot blindly fall into such technological competition, and ignore the presence of historical culture and the audience's imagination of the animated films.

In order to study the effects of animation presentation mode and spatial ability on multimedia learning, the effects of animation presentation mode and spatial ability on multimedia learning are explored from the perspectives of learning retention effect, learning transfer effect and learner cognitive load. The research results show that spatial ability is strongly positively correlated with learning retention and learning transfer, and negatively correlated with task difficulty. It can be seen that the learning effect of high spatial ability learners is better than that of low spatial ability learners, and the external cognitive load of high spatial ability learners is lower than that of low spatial ability learners. In the animation multimedia learning situation, the spatial ability has a strong influence on the learning effect and the cognitive load generated in the learning process.