Learning with animation : research implications for design

Title:

Publication Information:

New York, NY. : Cambridge University Press, 2008

Physical Description:

ix, 391 p. : ill. ; 23 cm.

ISBN:

9780521851893

Subject Term:

Visual education

Animation (Cinematography)

Added Author:

Lowe, Richard

Schnotz, Wolfgang

Available:*

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010175830	LB1043.5 L39 2008	Open Access Book	Book	Searching... Unknown

The use of animations has recently become common in multimedia teaching and learning. Animations are assumed to increase interest and motivation, direct attention, illustrate procedures, and explain how things work. Recent research shows that animations are not inherently effective. Their educational effectiveness depends on how the characteristics of animations interact with the psychological functioning of the learner. Clarifying and integrating the major themes of current research, this book explores requirements for the principled design of learning resources that incorporate animation. Such materials can only be successful if their design reflects principles governing how learners develop understandings with animations, and the goal of this book is to improve the way educational animations are designed and used within a variety of learning contexts.

Mary Hegarty and Sarah KrizRichard E. MayerRichard LoweRolf Ploetzner and Daniel Bodemer and Sieglinde NeudertWolfgang Schnotz and Thorsten RaschDaniel L. Schwartz and Kristen P. Blair and Gautam Biswas and Krittaya Leelawong and Joan DavisMireille Betrancourt and Alain ChassotJohn R. KirbyRoxana MorenoJean-Michel BoucheixTeresa Hubscher-Younger and N. Hari NarayananBarbara Tversky and Julie Heiser and Rachel Mackenzie and Sandra Lozano and Julie MorrisonYvonne RogersWolfgang Schnotz and Richard LoweSusan R. Goldman

Preface	p. vii
Section 1 Information Search and Processing
1 Effects of Knowledge and Spatial Ability on Learning from Animation	p. 3
2 Research-Based Principles for Learning with Animation	p. 30
3 Learning from Animation: Where to Look, When to Look	p. 49
Section 2 Individual Differences and Strategies
4 Successful and Less Successful Use of Dynamic Visualizations in Instructional Texts	p. 71
5 Functions of Animation in Comprehension and Learning	p. 92
6 Animations of Thought: Interactivity in the Teachable Agent Paradigm	p. 114
7 Making Sense of Animation: How Do Children Explore Multimedia Instruction?	p. 141
8 Mental Representations, Cognitive Strategies, and Individual Differences in Learning with Animation: Commentaries on Sections One and Two	p. 165
Section 3 Interactivity and Learning
9 Animated Pedagogical Agents: How Do They Help Students Construct Knowledge from Interactive Multimedia Games?	p. 183
10 Young Learners' Control of Technical Animations	p. 208
11 Turning the Tables: Investigating Characteristics and Efficacy of Student-Authored Animations and Multimedia Representations	p. 235
Section 4 Instructional Issues
12 Enriching Animations	p. 263
13 A Comparison of How Animation Has Been Used to Support Formal, Informal, and Playful Learning	p. 286
14 A Unified View of Learning from Animated and Static Graphics	p. 304
15 Animating the Issues for Research on Animation: Commentary on Sections Three and Four	p. 357
Author Index	p. 371
Subject Index	p. 379

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Summary

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Table of Contents