Educational animation, recognized for its potential accessibility and engaging qualities, has become increasingly prevalent in classroom instruction. However, not all educational animations exhibit high quality or significantly enhance learning outcomes. This study addresses the need for optimizing educational animation design to enhance student…

Before taking formal science education, learners usually construct preconceptions based on their daily life experiences, many of which are scientifically unacceptable misconceptions. In formal science learning, new concepts often contradict these misconceptions. To correct a misconception, it is first needed to create dissatisfaction about it by…

This study aimed to examine the relative effectiveness of using an animation versus static pictures in terms of supporting the learning of genetics. To provide a methodologically sound comparison, the two sessions were constructed to be equivalent and were designed based on principles provided by the cognitive theory of multimedia learning and the…

Research is not clear on how to address the difficulty students have conceptualizing geologic processes and phenomena. This study investigated how animations coupled with seductive details effect learners' situational interest and emotions. A quantitative quasi-experimental study employing an independent-measures factorial design was used. The…

This study investigated the effects of segmented animated graphics utilized to facilitate learning of electrolysis of aqueous solution. A total of 171 Secondary Four chemistry students with two different spatial ability levels were randomly assigned to one of the experimental conditions: (a) text with multiple static graphics (MSG), (b) text with…

Visuals play an important role in the teaching and learning of science and should be embedded within and supportive of authentic science inquiry. Both researchers and teachers believe that visuals have a great deal of potential to help students understand science, but in practice, these visuals do not always live up to their promise. Teachers need…

This research used an evidenced-based experimental 2 x 2 factorial design General Linear Model with Repeated Measures Analysis of Covariance (RMANCOVA). For this analysis, time served as the within-subjects factor while treatment group (i.e., static and signaling, dynamic and signaling, static without signaling, and dynamic without signaling)…

Research examining animation use for student learning has been conducted in the last two decades across a multitude of instructional environments and content areas. The extensive construction and implementation of animations in learning resulted from the availability of powerful computing systems and the perceived advantages the novel medium…

Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful…

Animation has great potential for improving the way people learn. A number of studies in different scientific disciplines have shown that instruction involving computer animations can facilitate the understanding of processes at the molecular level. However, using animation alone does not ensure learning. Students sometimes miss essential features…

This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with 212 8th grade students in Greece. This…

This study investigates the effects of using both specific labels and diagrammatic arrows in the animation of salt dissolution. Four different versions of the animation served as treatments that were developed based upon principles of educational technology and cognitive psychology. The researchers studied the effects of spatial ability (high or…

This study examined how middle school students constructed their understanding of the mitosis and meiosis processes at a molecular level through multimedia learning materials presented in different interaction and sensory modality modes. A two (interaction modes: animation/simulation) by two (sensory modality modes: narration/on-screen text)…

Five experiments explored a potentially more productive application of educational technology in which an individual learner has the opportunity to develop a social relation with a computer by interacting with an animated pedagogical agent. Results support the introduction of interactive pedagogical agents to promote meaningful learning in…

Effects of animated presentations and practice were studied in a computer-based science lesson involving 55 fourth graders and 64 fifth graders. Results suggest that animated graphics can promote learning, and they demonstrate successful application of interactive graphics in the design of cognitively based practice activities. (SLD)