The effects of transient information and element interactivity on learning from instructional animations

Mona Wong*, Juan Cristobal Castro-Alonso, Paul Ayres, Fred Paas

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

One potential advantage and special feature of animations is the capability of depicting change. However, from a learning perspective this advantage is often lost due to the negative effects of transient information. This chapter discusses some of the issues associated with learning from animations, but also explores how problem complexity (element interactivity) impacts on learning from animations. We conclude that both transient information and problem complexity need to be addressed when designing instructional animations. However, there are some significant interactions between these two factors, which are seldom examined together, that require further research.
Original languageEnglish
Title of host publicationAdvances in cognitive load theory: Rethinking teaching
EditorsSharon Tindall-Ford, Shirley Agostinho, John Sweller
Place of PublicationLondon, UK
PublisherRoutledge
Chapter7
Pages80-88
ISBN (Print)9780429283895
DOIs
Publication statusPublished - 2020
Externally publishedYes

Fingerprint

Dive into the research topics of 'The effects of transient information and element interactivity on learning from instructional animations'. Together they form a unique fingerprint.

Cite this