1 / 15

Learning Enhancement through Interactive Animation in Collaboration: Cognitive Load and Comprehension

Research conducted at the EARLI Conference 2005 explores why learners in collaborative settings benefit more from animations than individual learners, examining factors such as mental models, static versus dynamic visuals, cognitive processing capacities, and retention performance.

loyce
Download Presentation

Learning Enhancement through Interactive Animation in Collaboration: Cognitive Load and Comprehension

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CRAFT Swiss Federal Institute of Technology Lausanne TECFA Dpt of Psychology and Education Why did learners in collaborative situation benefit more from animations than individual learners? Pierre DILLENBOURG Mirweis SANGIN Mireille BETRANCOURT Cyril REBETEZ EARLI Conference, 23-27 August 2005

  2. Research context Learning from text information means constructing a mental model Static graphics facilitate the activity of elaborating a mental model from text information The case of understanding dynamic phenomena EARLI Conference, 23-27 August 2005

  3. Animation supports learning Visualizes spatial changes over time Lowe, 2004 Supports the construction of a ‘runnable mental model’ Mayer, 2001 Text-picture complementarity at the semiotic level Levin, Anglin et Carney, 1989 EARLI Conference, 23-27 August 2005

  4. Type of animation matters EARLI Conference, 23-27 August 2005

  5. Does animation actually help? Animation challenges cognitive processing capacities Perception of motion Attention paid to relevant features Memory load Conception of a functional MM Lowe, 2003; Schnotz, 2002 Tversky, Bauer-Morrison & Betrancourt, 2002 EARLI Conference, 23-27 August 2005

  6. For detail questions only Interactive animation Static display For both detail and understanding questions Animation and collaboration Interactive animation Static display Schnotz, Boeckeler and Gzrondziel (1999) EARLI Conference, 23-27 August 2005

  7. Hypotheses Continuous animation vs. series of static snaphots: Continuous animation facilitates understanding insofar as it depicts transitions between states. Pair of learners vs. single learner Collaboration increases extraneous cognitive load EARLI Conference, 23-27 August 2005

  8. Material Two multimedia instructions on Venus transit and rift formation Two versions: 12 static snapshots 12 animated sequences Format of material (animated vs static) Collaboration (one learner vs. 2 learners) Methods Participants 160 university students, novices in the domain Factorial Design EARLI Conference, 23-27 August 2005

  9. Welcome - consent form Transit of Venus Pre-test Intro Material Cog. load Post-test Rift formation Pre-test Intro Material Cog. load Post-test corsi blocks+ paper-folding End Indiv learners Procedure EARLI Conference, 23-27 August 2005

  10. Results (1): Reflection - discussion times Format: no diff. Collaboration: p<.01 EARLI Conference, 23-27 August 2005

  11. material: p<.01 collaboration: NS Results (2) : scores to the retention test EARLI Conference, 23-27 August 2005

  12. Material: p<.05 Collaboration: NS Interaction collaboration * material: p<.01 Results (3) : comprehension EARLI Conference, 23-27 August 2005

  13. Results (4): cognitive load Format: NS Collaboration: p<.05 EARLI Conference, 23-27 August 2005

  14. Summary A continuous animation increased retention performance compared to a series of static frames. Regarding comprehension, only learners in pairs benefited from animation Learners in pairs reported lower mental effort than single. EARLI Conference, 23-27 August 2005

  15. Further research Additional data under analysis: content of verbal interaction, and free recall performance Control study under analysis on verbalization instruction in single situation Study in progress: effect of level of interactivity and investigation of individual differences EARLI Conference, 23-27 August 2005

More Related