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 |
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| container_title | Journal of computer assisted learning |
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| creator | Javora, Ondřej Hannemann, Tereza Volná, Kristina Děchtěrenko, Filip Tetourová, Tereza Stárková, Tereza Brom, Cyril |
| description | 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 |
| doi_str_mv | 10.1111/jcal.12489 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2499836669</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1287815</ericid><sourcerecordid>2499836669</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3239-834efc513d3e6c240ae223e3df011e2a9b418bd65c1774b298b21c05599cddec3</originalsourceid><addsrcrecordid>eNp9kM9LwzAcxYMoOKcX70LAm9CZH23anGSMqRsDL3q1pMm3M7NNZ9Ki_e_trHj0e3mH9-F9eQ-hS0pmdLjbnVbVjLI4k0doQrlIIpYyeYwmhAkRxZLIU3QWwo4QkkqRTdDrKmDduBa-2k5VWDlbq9Y2DjsAAwZbh-uuam0NxipcgfLOui3eqhoCLhuP9ZutjAd3h-cOQw-49Uq_g8eh7Ux_jk5KVQW4-NUperlfPi8eo83Tw2ox30SaMy6jjMdQ6oRyw0FoFhMFjHHgpiSUAlOyiGlWGJFomqZxwWRWMKpJkkipjQHNp-h6zN375qOD0Oa7pvNueJmzWMqMCyHkQN2MlPZNCB7KfO-Hvr7PKckP--WH_fKf_Qb4aoTBW_0HLteUZWlGk8Gno_9pK-j_ScrXQ9Ex8xt90Hxx</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2499836669</pqid></control><display><type>article</type><title>Is contextual animation needed in multimedia learning games for children? An eye tracker study</title><source>Wiley Online Library Journals Frontfile Complete</source><creator>Javora, Ondřej ; Hannemann, Tereza ; Volná, Kristina ; Děchtěrenko, Filip ; Tetourová, Tereza ; Stárková, Tereza ; Brom, Cyril</creator><creatorcontrib>Javora, Ondřej ; Hannemann, Tereza ; Volná, Kristina ; Děchtěrenko, Filip ; Tetourová, Tereza ; Stárková, Tereza ; Brom, Cyril</creatorcontrib><description>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 < .001) and found the experimental version more attractive (p < .001, d = −1.11). No significant differences in overall enjoyment and learning outcomes were found. Attention differences, measured by dwell times and fixation durations, were small and reached only borderline significance (p = .035; d = −0.39). The implication is that contextual animation in MLG for children increases such instructional materials' attractiveness without compromising cognitive processes needed for learning; however, it does not lead to their higher instructional efficiency.
Lay Description
What is already known about this topic
Contextual animation is frequently used in multimedia learning games (MLGs) for children.
Contextual animation is understood to be non‐expository picture motion, which can be added to already existing representational pictures that provide context for target instruction.
It is not known whether or not contextual animation, which embellishes already existing representational contextual pictures, harms learning for children in the case of MLGs.
What this paper adds
Children (Grades 3 and 4) strongly prefer the game with added contextual animation compared to the game without it.
No between‐group differences in overall learning enjoyment and learning outcomes were found.
Small attention‐allocation effects of borderline significance were detected.
Implications for practice Adding contextual animation (i.e., added non‐expository picture motion) to multimedia learning games for children will increase the attractiveness of the materials and will not hamper learning.
Investment into the production of costly contextual animation may be worthwhile in the case of instructional games intended for uncontrolled settings (e.g., at home or during leisure time).
In formal contexts (e.g., school), it is less clear whether investment into contextual animation is needed, since children are extraneously motivated to learn and animation does not appear to enhance learning outcomes.</description><identifier>ISSN: 0266-4909</identifier><identifier>EISSN: 1365-2729</identifier><identifier>DOI: 10.1111/jcal.12489</identifier><language>eng</language><publisher>Chichester, UK: John Wiley & Sons, Inc</publisher><subject>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 ; Preferences</subject><ispartof>Journal of computer assisted learning, 2021-04, Vol.37 (2), p.305-318</ispartof><rights>2020 John Wiley & Sons Ltd</rights><rights>2021 John Wiley & Sons Ltd</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3239-834efc513d3e6c240ae223e3df011e2a9b418bd65c1774b298b21c05599cddec3</citedby><cites>FETCH-LOGICAL-c3239-834efc513d3e6c240ae223e3df011e2a9b418bd65c1774b298b21c05599cddec3</cites><orcidid>0000-0001-5945-0514 ; 0000-0003-2485-4732</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjcal.12489$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjcal.12489$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1287815$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Javora, Ondřej</creatorcontrib><creatorcontrib>Hannemann, Tereza</creatorcontrib><creatorcontrib>Volná, Kristina</creatorcontrib><creatorcontrib>Děchtěrenko, Filip</creatorcontrib><creatorcontrib>Tetourová, Tereza</creatorcontrib><creatorcontrib>Stárková, Tereza</creatorcontrib><creatorcontrib>Brom, Cyril</creatorcontrib><title>Is contextual animation needed in multimedia learning games for children? An eye tracker study</title><title>Journal of computer assisted learning</title><description>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 < .001) and found the experimental version more attractive (p < .001, d = −1.11). No significant differences in overall enjoyment and learning outcomes were found. Attention differences, measured by dwell times and fixation durations, were small and reached only borderline significance (p = .035; d = −0.39). The implication is that contextual animation in MLG for children increases such instructional materials' attractiveness without compromising cognitive processes needed for learning; however, it does not lead to their higher instructional efficiency.
Lay Description
What is already known about this topic
Contextual animation is frequently used in multimedia learning games (MLGs) for children.
Contextual animation is understood to be non‐expository picture motion, which can be added to already existing representational pictures that provide context for target instruction.
It is not known whether or not contextual animation, which embellishes already existing representational contextual pictures, harms learning for children in the case of MLGs.
What this paper adds
Children (Grades 3 and 4) strongly prefer the game with added contextual animation compared to the game without it.
No between‐group differences in overall learning enjoyment and learning outcomes were found.
Small attention‐allocation effects of borderline significance were detected.
Implications for practice Adding contextual animation (i.e., added non‐expository picture motion) to multimedia learning games for children will increase the attractiveness of the materials and will not hamper learning.
Investment into the production of costly contextual animation may be worthwhile in the case of instructional games intended for uncontrolled settings (e.g., at home or during leisure time).
In formal contexts (e.g., school), it is less clear whether investment into contextual animation is needed, since children are extraneously motivated to learn and animation does not appear to enhance learning outcomes.</description><subject>Animation</subject><subject>Attention</subject><subject>Children</subject><subject>Cognitive Processes</subject><subject>Context Effect</subject><subject>Dwell time</subject><subject>Educational Games</subject><subject>Elementary School Students</subject><subject>emotional design</subject><subject>Eye Movements</subject><subject>eye tracker</subject><subject>Game Based Learning</subject><subject>Games</subject><subject>Grade 3</subject><subject>Grade 4</subject><subject>Instructional Materials</subject><subject>Interpersonal Relationship</subject><subject>Learning</subject><subject>Learning Motivation</subject><subject>Multimedia</subject><subject>Multimedia Materials</subject><subject>Pictures</subject><subject>Preferences</subject><issn>0266-4909</issn><issn>1365-2729</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNp9kM9LwzAcxYMoOKcX70LAm9CZH23anGSMqRsDL3q1pMm3M7NNZ9Ki_e_trHj0e3mH9-F9eQ-hS0pmdLjbnVbVjLI4k0doQrlIIpYyeYwmhAkRxZLIU3QWwo4QkkqRTdDrKmDduBa-2k5VWDlbq9Y2DjsAAwZbh-uuam0NxipcgfLOui3eqhoCLhuP9ZutjAd3h-cOQw-49Uq_g8eh7Ux_jk5KVQW4-NUperlfPi8eo83Tw2ox30SaMy6jjMdQ6oRyw0FoFhMFjHHgpiSUAlOyiGlWGJFomqZxwWRWMKpJkkipjQHNp-h6zN375qOD0Oa7pvNueJmzWMqMCyHkQN2MlPZNCB7KfO-Hvr7PKckP--WH_fKf_Qb4aoTBW_0HLteUZWlGk8Gno_9pK-j_ScrXQ9Ex8xt90Hxx</recordid><startdate>202104</startdate><enddate>202104</enddate><creator>Javora, Ondřej</creator><creator>Hannemann, Tereza</creator><creator>Volná, Kristina</creator><creator>Děchtěrenko, Filip</creator><creator>Tetourová, Tereza</creator><creator>Stárková, Tereza</creator><creator>Brom, Cyril</creator><general>John Wiley & Sons, Inc</general><general>Wiley</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope><orcidid>https://orcid.org/0000-0001-5945-0514</orcidid><orcidid>https://orcid.org/0000-0003-2485-4732</orcidid></search><sort><creationdate>202104</creationdate><title>Is contextual animation needed in multimedia learning games for children? An eye tracker study</title><author>Javora, Ondřej ; Hannemann, Tereza ; Volná, Kristina ; Děchtěrenko, Filip ; Tetourová, Tereza ; Stárková, Tereza ; Brom, Cyril</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3239-834efc513d3e6c240ae223e3df011e2a9b418bd65c1774b298b21c05599cddec3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Animation</topic><topic>Attention</topic><topic>Children</topic><topic>Cognitive Processes</topic><topic>Context Effect</topic><topic>Dwell time</topic><topic>Educational Games</topic><topic>Elementary School Students</topic><topic>emotional design</topic><topic>Eye Movements</topic><topic>eye tracker</topic><topic>Game Based Learning</topic><topic>Games</topic><topic>Grade 3</topic><topic>Grade 4</topic><topic>Instructional Materials</topic><topic>Interpersonal Relationship</topic><topic>Learning</topic><topic>Learning Motivation</topic><topic>Multimedia</topic><topic>Multimedia Materials</topic><topic>Pictures</topic><topic>Preferences</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Javora, Ondřej</creatorcontrib><creatorcontrib>Hannemann, Tereza</creatorcontrib><creatorcontrib>Volná, Kristina</creatorcontrib><creatorcontrib>Děchtěrenko, Filip</creatorcontrib><creatorcontrib>Tetourová, Tereza</creatorcontrib><creatorcontrib>Stárková, Tereza</creatorcontrib><creatorcontrib>Brom, Cyril</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Computer and Information Systems Abstracts</collection><collection>Technology Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><jtitle>Journal of computer assisted learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Javora, Ondřej</au><au>Hannemann, Tereza</au><au>Volná, Kristina</au><au>Děchtěrenko, Filip</au><au>Tetourová, Tereza</au><au>Stárková, Tereza</au><au>Brom, Cyril</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1287815</ericid><atitle>Is contextual animation needed in multimedia learning games for children? An eye tracker study</atitle><jtitle>Journal of computer assisted learning</jtitle><date>2021-04</date><risdate>2021</risdate><volume>37</volume><issue>2</issue><spage>305</spage><epage>318</epage><pages>305-318</pages><issn>0266-4909</issn><eissn>1365-2729</eissn><abstract>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 < .001) and found the experimental version more attractive (p < .001, d = −1.11). No significant differences in overall enjoyment and learning outcomes were found. Attention differences, measured by dwell times and fixation durations, were small and reached only borderline significance (p = .035; d = −0.39). The implication is that contextual animation in MLG for children increases such instructional materials' attractiveness without compromising cognitive processes needed for learning; however, it does not lead to their higher instructional efficiency.
Lay Description
What is already known about this topic
Contextual animation is frequently used in multimedia learning games (MLGs) for children.
Contextual animation is understood to be non‐expository picture motion, which can be added to already existing representational pictures that provide context for target instruction.
It is not known whether or not contextual animation, which embellishes already existing representational contextual pictures, harms learning for children in the case of MLGs.
What this paper adds
Children (Grades 3 and 4) strongly prefer the game with added contextual animation compared to the game without it.
No between‐group differences in overall learning enjoyment and learning outcomes were found.
Small attention‐allocation effects of borderline significance were detected.
Implications for practice Adding contextual animation (i.e., added non‐expository picture motion) to multimedia learning games for children will increase the attractiveness of the materials and will not hamper learning.
Investment into the production of costly contextual animation may be worthwhile in the case of instructional games intended for uncontrolled settings (e.g., at home or during leisure time).
In formal contexts (e.g., school), it is less clear whether investment into contextual animation is needed, since children are extraneously motivated to learn and animation does not appear to enhance learning outcomes.</abstract><cop>Chichester, UK</cop><pub>John Wiley & Sons, Inc</pub><doi>10.1111/jcal.12489</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0001-5945-0514</orcidid><orcidid>https://orcid.org/0000-0003-2485-4732</orcidid></addata></record> |
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| ispartof | Journal of computer assisted learning, 2021-04, Vol.37 (2), p.305-318 |
| issn | 0266-4909 1365-2729 |
| language | eng |
| recordid | cdi_proquest_journals_2499836669 |
| source | Wiley Online Library Journals Frontfile Complete |
| subjects | 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 Preferences |
| title | Is contextual animation needed in multimedia learning games for children? An eye tracker study |
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