Should Multimedia Instruction be Easier to Understand? Implications of Animation Induced Illusion of Understanding
PROCEEDINGS
Eugene Paik, 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), Waynesville, NC USA
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 August 9, 2024 from https://www.learntechlib.org/primary/p/39661/.
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