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ERIC Number: ED485130
Record Type: Non-Journal
Publication Date: 2001-Oct
Pages: 9
Abstractor: Author
Reference Count: 19
Effect of Visual Scaffolding and Animation on Students? Performance on Measures of Higher Order Learning
Kidwai, Khusro; Munyofu, Mine; Swain, William J; Ausman, Bradley D.; Lin, Huifen; Dwyer, Francis
Association for Educational Communications and Technology, Chicago, IL October 19-23, 2004
Animation is being used extensively for instructional purposes; however, it has not been found to be effective on measures of higher order learning (concepts, rules, procedures) within the knowledge acquisition and knowledge integration domains. The purpose of this study was to examine the instructional effectiveness of two visual scaffolding strategies (simple and complex scaffolding) used to complement animated instruction. About 90 undergraduate level students were randomly assigned to three treatments (control, simple and complex). After receiving their respective instructional presentation students took four tests drawing, identification, terminology and comprehension. The results of a preliminary study indicated that animation has significant impact on acquisition of factual and conceptual knowledge. On the other hand, visual scaffolding strategies, used as a complement to instruction that already involved animation did not have a significant impact on students? performance on measures of higher order learning.
Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: Students
Language: English
Sponsor: N/A
Authoring Institution: N/A