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ERIC Number: EJ1007932
Record Type: Journal
Publication Date: 2013-May
Pages: 12
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0022-0663
Learning with Animation and Illusions of Understanding
Paik, Eugene S.; Schraw, Gregory
Journal of Educational Psychology, v105 n2 p278-289 May 2013
The illusion of understanding hypothesis asserts that, when people are learning with multimedia presentations, the addition of animation can affect metacognitive monitoring such that they perceive the presentation to be easier to understand and develop more optimistic metacomprehension. As a result, learners invest less cognitive effort when learning with animation. This study tested the illusion of understanding hypothesis with a randomized, double-blind, 2 x 2 factorial design using two different types of animation--representational and directive. Representational animation had a negative effect on learning, and directive animation had a positive effect. Both representational and directive animations induced illusion of understanding. Moreover, the animations induced multiple forms of the illusion. Consistent with expertise reversal effect, the animations induced more optimistic metacomprehension in low-proficiency learners but more pessimistic metacomprehension in high-proficiency learners. (Contains 1 figure and 4 tables.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States