The Role of Static and Animated Pictures That Complement Texts in Supporting Learning (original) (raw)
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Journal of Educational Psychology, 1992
In 2 experiments, students studied an animation depicting the operation of a bicycle tire pump or an automobile braking system, along with concurrent oral narration of the steps in the process (concurrent group), successive presentation of animation and narration (by 4 different methods), animation alone, narration alone, or no instruction (control group). On retention tests, the control group performed more poorly than each of the other groups, which did not differ from one another. On problem-solving tests, the concurrent group performed better than each of the other groups, which did not differ from one another. These results are consistent with a dualcoding model in which retention requires the construction of representational connections and problem solving requires the construction of representational and referential connections. An instructional implication is that pictures and words are most effective when they occur contiguously in time or space.
How Brief Initial Inspection of a Picture May Foster Comprehension of Text
In the present study we hypothesized that the gist representation of a picture (extracted from brief initial inspection) supports inference generation from subsequent text, which in turn should foster comprehension. Moreover, we proposed that longer inspection of a picture is necessary to provide learners with an alternative representation that fosters mental animation and recall. Participants (N= 76) learned from a text about pulley systems, and in three out of four conditions from an additional picture of a pulley system. Students ...
Impact of static graphics, animated graphics and mental imagery on a complex learning task
Australasian Journal of Educational Technology, 2012
The present study compared the impact of different categories of graphics used within a complex learning task. One hundred eighty five native English speaking undergraduates participated in a task that required learning 18 Chinese radicals and their English equivalent translations. A post-test only control group design compared performance differences following training between 5 groups of participants (control, concrete verbal imagery information, single static graphics, multiple gradient static graphics, and animated graphics) on both immediate and 4-week retention tests. Data analysis indicated all graphic groups significantly outperformed the control group immediately following training. A 4-week delayed test showed those originally receiving multiple gradient static graphics significantly outperformed all other groups except those receiving the animated graphics. Implications are discussed based on cognitive load and the cognitive theory of multimedia learning.
How a Picture Can Scaffold Comprehension of Text
STAGING KNOWLEDGE AND EXPERIENCE: HOW TO TAKE ADVANTAGE OF REPRESENTATIONAL TECHNOLOGIES IN EDUCATION AND TRAINING?, 2012
Abstract. We tested the assumption that global spatial information is rapidly extracted from causal system pictures and can be used as a mental scaffold to support mental model construction and thus comprehension of text (scaffolding assumption). Students (N= 84) learned about the structure and function of pulley systems from text or from text with previous presentation of a picture for 600ms, 2sec, or self-paced. Students' eye movements on blank screen while listening to text and comprehension of the pulley system's functioning were ...
Effects of Pictures on Memory & Learning
2000
Foreign language instruction material has become increasingly highly visual--from pictures on flashcards for vocabulary learning, to richly illustrated textbooks, to multimedia software, to films and movies. In this article, we consider what the advantages and disadvantages may be of using visual material. What happens when we look at pictures, or at written words, or at pictures and words together? Is there a further effect when we hear words spoken along with visual or written material? We find evidence that visual material has strong influences on memory and learning, but its effectiveness for language learning depends on the goal of the instruction as well as student learning abilities and preferences.
European Journal of Psychology of Education, 2005
We study the comprehension of a multimedia technical document about gear functioning by young pupils. The research is focused on the effect of three factors on the construction of a mental model: illustration format (animated versus static) signaling cues (presence versus absence) learner-control of information delivery (three rhythms of presentation: speed, slow and self-controlled). The experimental procedure, conducted with 123 children, follows three phases: pre-test, individual passation of the lesson, comprehension test, delayed posttest. The goal of the pre-test is the evaluation of prior knowledge about gears, but also the control of spatial and verbal working memory aptitude and reading performance. The results show an effect of the animated format, of signaling cues and of the rhythm on the immediate comprehension test and delayed test. For the immediate comprehension test, these effects are different according to the kind of comprehension question (recall, transfer, explanation). These effects are maintained at the delayed post-test, for the self-controlled condition and for the pupils with low prior knowledge. The factor information delivery rhythm shows an effect for the delayed post-test. Our observation device of the behaviour of the child during the lesson was specially designed to explore the reading strategies between the medias.
When can animation improve learning? Some implications on human computer interaction and learning
For decades, research comparing the effectiveness of text and static illustrations with animation and narration to enhance learning has been inconclusive (Tversky et al., 2002). We argue that the failure to ascertain the benefits of animation in learning may also relate to how it is constructed, perceived, and conceptualized. Based on cognitive science and human learning theories, this paper proposes a format-support hypothesis of learning. To validate this hypothesis, we implemented a special form of animation, direct- ...
Aids to computer-based multimedia learning
Learning and instruction, 2002
Computer-based multimedia learning environments -consisting of pictures (such as animation) and words (such as narration) -offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive theory of multimedia learning which draws on dual coding theory, cognitive load theory, and constructivist learning theory. Based on the theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multimedia explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory narration than as visual on-screen text. The redundancy principle is that it is better to present animation and narration than to present animation, narration, and on-screen text. By beginning with a cognitive theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages.
Display of key pictures from animation: Effects on learning
2008
Research carried out so far has failed to establish systematic learning benefits of animated graphics over static ones, even in the case of dynamic systems. We hypothesize that animation promotes the understanding of dynamic systems if delivery features decrease the perceptual and cognitive load of processing the animation. We therefore report an experimental study investigating the effects of two delivery features: the continuity of the information flow (animation vs.