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ERIC Number: EJ893411
Record Type: Journal
Publication Date: 2010-Sep
Pages: 6
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0020-4277
Cognitive and Socio-Motivational Aspects in Learning with Animations: There Is More to It than "Do They Aid Learning or Not"
Scheiter, Katharina; Gerjets, Peter
Instructional Science: An International Journal of the Learning Sciences, v38 n5 p435-440 Sep 2010
Animations have become a ubiquitous component of computer-based instruction. Despite their widespread use, however, the evidence concerning their effects on learning is rather ambiguous, suggesting that one needs to have a closer look at the conditions under which animations will aid learning. Accordingly, three sets of moderating variables were identified: (1) the degree of processing support that is used to enhance learning with animation, (2) the context in which the animation is being used (e.g., laboratory setting versus classroom), and (3) the domain that is illustrated by the animation. On the one hand, the studies reported in the current special issue investigate manipulations of these variables. On the other hand, the studies vary among each other with respect to these factors, thereby reflecting the enlarged range of current animation research.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A