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Should Multimedia Instruction be Easier to Understand? Implications of Animation Induced Illusion of Understanding PROCEEDINGS

, none, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This presentation discusses the instructional design implications of animation induced illusion of understanding, a phenomenon that was demonstrated in a randomized, double-blind experiment that compared the instructional efficacy of static images and representational animation. Among low proficient learners, animation learners (a) found the instruction easier to understanding and (b) developed more optimistic self-assessments than static image learners. However, animation learners performed more poorly on a learning outcome measure (transfer test) than static image learners. Therefore, the instructional format that low proficient learners thought was easier to understand and from which they believed they had learned more was, in actuality, instructionally inferior.

Citation

Paik, E. (2012). Should Multimedia Instruction be Easier to Understand? Implications of Animation Induced Illusion of Understanding. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 748-751). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2018 from .

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