Effect of Cognitive Load and Animation on Student Achievement

Effect of Cognitive Load and Animation on Student Achievement

Animation continues to be used extensively in learning environments; however, research regarding its effectiveness in facilitating different kinds of learning objectives remains inconclusive. Systematically designed content, four individual criterion measures assessing different kinds of learning ou...

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Veröffentlicht in:International journal of instructional media 2006-09, Vol.33 (4), p.379
Hauptverfasser: Dwyer, Francis, Dwyer, Carol
Format: Artikel
Sprache:eng
Schlagworte:
Academic Achievement
Animation
Cognition & reasoning
Cognitive Processes
Computer Assisted Instruction
Criterion Referenced Tests
Educational Objectives
Educational Strategies
Instructional Design
Instructional Effectiveness
Instructional Material Evaluation
Learning
Multimedia Instruction
School environment
Student Evaluation
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Zusammenfassung:Animation continues to be used extensively in learning environments; however, research regarding its effectiveness in facilitating different kinds of learning objectives remains inconclusive. Systematically designed content, four individual criterion measures assessing different kinds of learning outcomes, and a variety of animation and animation enhancement strategies were employed in five independent studies involving 781 subjects. Results have significant implications for the use of animation in facilitating knowledge acquisition. (Contains 2 charts.)
ISSN:0092-1815