Strategic learning from expository animations: Short- and mid-term effects

Ploetzner, Rolf; Schlag, Sabine

doi:10.1016/j.compedu.2013.07.013

Cited by 21 publications

(9 citation statements)

References 27 publications

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“…These studies have revealed valuable insights that suggest digital instructional materials, especially multimedia presentations or ‘dynamic visualisations’, where materials are animated and include narrations, can be an effective means of instruction (Ploetzner & Schlag, 2013 ). Recent meta-analyses of papers and primary studies concur that animated learning materials have positive effects on learning (Berney & Bétrancourt, 2016 ; Coe, 2002 ; Höffler & Leutner, 2007 ).…”

Section: Background Literaturementioning

confidence: 99%

Can videos affect learning outcomes? Evidence from an actual learning environment

Tani

Manuguerra

Khan

2022

Education Tech Research Dev

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We examine the effect of an innovation in an educational context, a class of 500 + first-year economics students at a well-known Australian university. We study whether introducing content in the form of a multimedia presentation has a detectable effect on specific categories of student knowledge. The multimedia presentation has a narrator presenting concepts with images, words, and worked examples. Our key outcome measure is the probability of answering questions correctly on a mid-term test. A quasi-experimental design is followed to offer a causal interpretation of the results. We find that the multimedia presentation markedly increases students’ academic outcomes on the test compared to those that did not view the presentation, especially in regards to procedural and evaluative knowledge. An additional survey reveals gains in students’ metacognitive knowledge. These findings suggest that multimedia presentations contribute to improved student learning outcomes and offer valuable options at a time of increased online course delivery. The findings also highlight the relevance of investing in education and resources to develop the necessary design skills among academics and staff.

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Section: Background Literaturementioning

confidence: 99%

Can videos affect learning outcomes? Evidence from an actual learning environment

Tani

Manuguerra

Khan

2022

Education Tech Research Dev

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“…However, there is a lack of empirical research in comparing the effectiveness of using two-dimensional animation, three-dimensional animation and live-action video in complex motor skill acquisition. Recent findings on the effectiveness of visual styles are relatively mixed (Marcus et al., 2013; Ploetzner and Schlag, 2013). Results on the effectiveness of two-dimensional and three-dimensional imaging in motor learning are also mixed, possibly due to the challenges of transferring complex motor skills information through three-dimensional multimedia instructional tools (Hoyek et al., 2014).…”

Section: The Present Studymentioning

confidence: 99%

Exploring the effect of realism at the cognitive stage of complex motor skill learning

Lucas

2019

E-Learning and Digital Media

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Animation can be used for various purposes such as for procedural and motor skill learning (i.e., dance, sports, and motor rehabilitation). In the context of visual design, this study explores the possible influence of realism (levels of visual detail) in animation at the cognitive stage of motor skill acquisition. Students (N = 64) with low-prior knowledge about tennis were randomly assigned into three groups to view either 2D schematic, 3D stylised, or live-action instructional video. Their performance on the knowledge test, learning time, efficiency score, confidence level, preference, and open-ended responses were captured for analyses. Based on the findings, despite most preference towards live-action video, there was no statistically significant difference regarding cognitive learning performance among learners from different treatment groups. Hence, animated digital characters of various levels of realism can still be incorporated for motor skill acquisition especially in instructional animations, simulations, video games and virtual reality.

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“…Animation may not provide anything additional for a learner, and may actually be distracting from the learning activity (Tversky et al, 2002). Animation should only be used when it focuses students' attention on appropriate features of the topic being taught, or when it provides attributes relevant to the learning activity (Ploetzner and Schlag, 2013).…”

Section: Use Of Animated Learning Materialsmentioning

confidence: 99%

Animation as an aid to support the teaching of cyber security concepts

Taylor

Baskett

Allen

et al. 2017

Innovations in Education and Teaching International

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Animated learning materials have the potential to support the teaching and learning process. In this paper, we examine the comparative usefulness of animated and static learning materials for teaching cyber security concepts to a group of UK undergraduate computer science students. The animated cyber security learning materials appeared to be viewed by the undergraduate computer science participants overall as being slightly more informative than the equivalent static learning materials for learning some cyber security concepts.

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Strategic learning from expository animations: Short- and mid-term effects

Cited by 21 publications

References 27 publications

Can videos affect learning outcomes? Evidence from an actual learning environment

Can videos affect learning outcomes? Evidence from an actual learning environment

Exploring the effect of realism at the cognitive stage of complex motor skill learning

Animation as an aid to support the teaching of cyber security concepts

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