When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction.

@article{Mayer2005WhenSM,
  title={When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction.},
  author={Richard E. Mayer and Mary Hegarty and Sarah Mayer and Julie Campbell},
  journal={Journal of experimental psychology. Applied},
  year={2005},
  volume={11 4},
  pages={
          256-65
        }
}
In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works (Experiment 2), how ocean waves work (Experiment 3), and how a car's braking system works (Experiment 4). On subsequent retention and transfer tests, the paper… 

Figures and Tables from this paper

The Effects of Narrated Animation and Still Images with Text in Science Learning

— Present day multimedia offers new approaches to science learning. Some scientists discover animation is a better component to combine with a verbal medium (such as text, narration) to help people

BEYOND SEGMENTED INSTRUCTIONAL ANIMATION AND ITS ROLE IN ENRICHMENT OF EDUCATION AND TECHNOLOGY

Animation usually offers the advantage of delivering better representations of dynamic concepts. Compared with the static images and text; animation can present procedural information (e.g. social

Animation with concurrent narration versus narration in physical education lesson

Comparing the effects of two different teaching methods during Physical Education lesson showed that students' comprehension was better when shot putting styles were presented through a mixed model (animation and narration group) than a single (narration).

Cognitive Load in Multimedia Learning: An Example from Teaching about Lenses

Animations are widely used in today’s science classrooms. Therefore it is very important to explore under which conditions animations are most effective. In earlier studies it has been generally

READING AUTHENTIC EFL TEXT USING VISUALIZATION AND ADVANCE ORGANIZERS IN A MULTIMEDIA LEARNING ENVIRONMENT

The results showed that the animation group outperformed the static visual group in one of the four tests, and that animation embedded with a question advance organizer had a marginal effect among the four treatments in facilitating the acquisition of L2 reading comprehension both for the immediate and the delayed posttests.

Creating retroactive and proactive interference in multimedia learning

When students learn how a physical system works, does it help if they also learn how similar systems work? Some college students (concise group) studied a multimedia lesson that explained how
...

References

SHOWING 1-10 OF 38 REFERENCES

The instructive animation: helping students build connections between words and pictures in multimedia learning

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

Chapter 18. The Animation and Interactivity Principles in Multimedia Learning

Computer animation has a tremendous potential to provide visualizations of dynamic phenomena that involve change over time (e.g., biological processes, physical phenomena, mechanical devices,

The Cambridge Handbook of Multimedia Learning: The Animation and Interactivity Principles in Multimedia Learning

This chapter reviewed the literature about the interface and content features that affect the potential benefits of animation over static graphics, and proposed some guidelines that designers should consider when designing multimedia instruction including animation.

The Effects of Computer Animated Elaboration Strategies and Practice on Factual and Application Learning in an Elementary Science Lesson

A significant interaction was detected between Learning Outcome and Transfer: far learning was facilitated for factual learning, whereas no difference in transfer was detected for application learning.

Assessing dynamics in computer-based instruction

An evaluation of a multimedia educational software system that includes text, graphics, animations, and simulations found little evidence that the dynamic presentations enhanced student understanding of the declarative information in this lesson.

The Roles of Mental Animations and External Animations in Understanding Mechanical Systems

It is proposed that predicting motion from static diagrams engages students' mental animation processes, including spatial visualization, and provides them with information about what they do and do not understand about how the machine works.

When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?

In 2 experiments, students received 2 presentations of a narrated animation that explained how lightning forms followed by retention and transfer tests. In Experiment 1, learners who were allowed to

Selective use of animation and feedback in computer-based instruction

This study implies that instructional strategies, including visual displays and feedback, should be applied selectively based on the specific learning requirements of a given task.

A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory

Students viewed a computer-generated animation depicting the process of lightning formation (Experiment 1) or the operation of a car's braking system (Experiment 2). In each experiment, students

Multimedia design for communication of dynamic information

Experimental results suggest that the communicative efficacy of multimodal presentations is more related to their match with comprehension processes than with the interactivity and dynamism of the presentation media.