Is contextual animation needed in multimedia learning games for children? An eye tracker study

Is contextual animation needed in multimedia learning games for children? An eye tracker study

The present study investigates affective‐motivational, attention, and learning effects of unexplored emotional design manipulation: Contextual animation (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants (N = 134; Mage = 9.25; Grades 3 and 4) learned eit...

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Veröffentlicht in:Journal of computer assisted learning 2021-04, Vol.37 (2), p.305-318
Hauptverfasser: Javora, Ondřej, Hannemann, Tereza, Volná, Kristina, Děchtěrenko, Filip, Tetourová, Tereza, Stárková, Tereza, Brom, Cyril
Format: Artikel
Sprache:eng
Schlagworte:
Animation
Attention
Children
Cognitive Processes
Context Effect
Dwell time
Educational Games
Elementary School Students
emotional design
Eye Movements
eye tracker
Game Based Learning
Games
Grade 3
Grade 4
Instructional Materials
Interpersonal Relationship
Learning
Learning Motivation
Multimedia
Multimedia Materials
Pictures
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Zusammenfassung:The present study investigates affective‐motivational, attention, and learning effects of unexplored emotional design manipulation: Contextual animation (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants (N = 134; Mage = 9.25; Grades 3 and 4) learned either from an experimental version of the MLG with a high amount of contextual animation or from an identical MLG with no contextual animation (control). Children strongly preferred (χ2 = 87.04, p 
ISSN:0266-4909
1365-2729
DOI:10.1111/jcal.12489