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Does the Type and Degree of Animation Present in a Visual Representation Accompanying Narration in a Multimedia Environment Impact Learning?
PROCEEDINGS

, , , , , , Arizona State University, 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 investigated whether a learning environment enhanced by a pedagogical agent displaying a variety of social cues decrease the perception of cognitive load/difficulty and ultimately results in superior learning. The experiment also addressed the question of whether an agent has the same effect as a video of a human teacher. It also explored the relative impact of static or dynamic representations of the agent or human teacher on student learning. While the students in the narration-only condition performed comparably to their peers in the agent and video conditions, the study did reveal that students presented with dynamic representations—that is, dynamic video of human teacher and dynamic animated agent—demonstrated larger gain scores than their peers assigned to the static representations, that is, static screen shots from either the video of a human teacher or screen shots from the animated agent.

Citation

Atkinson, R., Foshee, C., Harrison, C., Lin, L., Joseph, S. & Christopherson, R. (2009). Does the Type and Degree of Animation Present in a Visual Representation Accompanying Narration in a Multimedia Environment Impact Learning?. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 726-734). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .