ERIC Number: EJ762693
Record Type: Journal
Publication Date: 2007-Jun
Reference Count: 44
The Effect of Animation on Comprehension and Interest
Kim, Sung-il; Yoon, M.; Whang, S.-M.; Tversky, B.; Morrison, J. B.
Journal of Computer Assisted Learning, v23 n3 p260-270 Jun 2007
Although animations are believed to be effective in learning and teaching, several studies have failed to confirm this. Nevertheless, animations might be more attractive and motivating. Fourth and sixth grade students learned the operation of a bicycle pump from graphics that were: (i) presented simultaneously; (ii) presented successively; (iii) self-paced, or (iv) animated. The presentation mode affected evaluation of perceived comprehensibility, interestingness, enjoyment and motivation, but not comprehension test score. Fourth graders who were low in need for cognition rated the animations as more enjoyable and motivating, whereas sixth graders rated self-paced graphics as more interesting and motivating. The evaluations of sixth graders correspond to results of many studies on learning. Animations are not more effective than equivalent static graphics in learning, and they are not seen as more motivating by sixth graders.
Descriptors: Scores, Animation, Student Interests, Student Motivation, Grade 4, Grade 6, Student Attitudes, Correlation, Cognitive Processes, Student Evaluation, Teaching Methods, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 6
Authoring Institution: N/A