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Learning about Dynamic Systems with Multimedia Presentations Containing Motion Animation and Highlighting Animation
PROCEEDINGS

, UNLV, United States

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This experiment measured the effects that two types of animation - motion and highlighting - had on learning. The experiment employed a 2x2 factorial design ({motion, no motion} x {highlight, no highlight}), double-blind control, two dependent measures of learning (retention and transfer), and 65 undergraduate subjects. The treatment consisted of a multimedia presentation adapted from (Hegarty et al. 2003) that described how a flushing toilet tank works. The visual component of the presentation was animated corresponding to the four treatment conditions. The four versions of the presentation were identical in their length (~3.5 min.), aural narration, content segmentation and navigational control. With transfer, highlighting had a positive effect while motion had a negative effect. With retention, no statistically significant differences were detected. Practical and theoretical implications are discussed.

Citation

Paik, E. (2009). Learning about Dynamic Systems with Multimedia Presentations Containing Motion Animation and Highlighting Animation. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 684-693). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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