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IctRes 2

1) The document presents a meta-analysis that analyzed 140 comparisons from 61 experiments involving 7036 participants to determine if animations enhance learning compared to static graphics. 2) The analysis found that animations outperformed static graphics in about 30.7% of cases, while static illustrations were preferred in 10% of comparisons. The majority (59.3%) showed no significant difference. 3) The findings suggest using interactive animations or dynamic visual aids in educational materials as they can enhance learning, especially when static illustrations may not be as effective. Further research on educational animations is still needed.

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Charlotte Anne Feliciano
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45 views6 pages

IctRes 2

1) The document presents a meta-analysis that analyzed 140 comparisons from 61 experiments involving 7036 participants to determine if animations enhance learning compared to static graphics. 2) The analysis found that animations outperformed static graphics in about 30.7% of cases, while static illustrations were preferred in 10% of comparisons. The majority (59.3%) showed no significant difference. 3) The findings suggest using interactive animations or dynamic visual aids in educational materials as they can enhance learning, especially when static illustrations may not be as effective. Further research on educational animations is still needed.

Uploaded by

Charlotte Anne Feliciano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Does Animation Enhance Learning?

A Meta-analysis

A Research Presented to Sir Isidro

In Partial Fulfillment of the

Requirements for ICT 2

by

Cobrador, Marlou Emanuel A.

Floreno, Kevin Kyle C.

June 2024
Does Animation Enhance Learning? A Meta-analysis

I. Context and Rationale

Over the most recent twenty years, expanded PC limits and far reaching
utilization of PCs in learning circumstances have brought about the gigantic improvement
of sight and sound guidelines in starting or proceeding with schooling. One specific
occasion of media guidance is activity, in which articles seem to constantly move.
Liveliness is a term much of the time utilized in writing, with a level of vulnerability
around its depiction. This paper will utilize the definition initially recommended by
Bétrancourt and Tversky (2000) who saw it as "any application, which creates a
progression of casings, so that each edge shows up as a modification of the past one, and
where the succession of not entirely settled, either by the creator or the client" (p. 313).
As time passes change, after some time, activity ought to be especially valuable for
remembering and grasping powerful frameworks like natural cycles, normal peculiarities
or mechanical gadgets.

However, countless examinations have been directed somewhat recently to


explore the impact of activity on realizing there is minimal experimental proof to help the
speculation of the educational advantage of movement. Writing audits on examinations
contrasting energized and static perceptions report conflicting or uncertain discoveries
with respect with the impact of liveliness on learning (Bétrancourt and Tversky, 2000,
Hegarty et al., 2003, Moreno and Mayer, 2007 Schneider, 2007; Tversky, Bauer-
Morrison, and Bétrancourt, 2002). In many examinations, the movement condition didn't
fundamentally prompt preferred learning results over the static condition. The
clarifications given to record the absence of distinction were in many cases profoundly
speculative and seldom founded on true information. In different examinations, the two
circumstances contrast from one another comparative with factors other than the
representation fundamentally, for example, an inconsistent measure of data conveyed by
the two presentations, or non-identical strategies utilized in the circumstances
(Bétrancourt and Tversky, 2000).

Animation is a comprehensive introduction to animated films, from cartoons to


computer animation. In layman's terms, it can be described as a state of being full of life.
It brings the life of unanimated objects to moving objects, thereby attracting the modern
world with its features. In other words, it is a form of pictorial presentation that has
become the most prominent feature of technology-based learning environments. In the
modern world, it has become an essential tool for presenting multimedia materials for
learners to understand them better.
Animation techniques have been developed over a while, either in 2D drawings or
3D objects like clay, stop motion, or motion graphics. It has become a reliable and
significant platform for various fields that have impacted viewers' visual attention
through its magic. The animation need not be a full-length movie to attract the viewers'
visual attention; rather, it can be a clip of a few seconds comprised of just a few frames.
The impact of animation on viewer's visual attention and attention span was
reviewed and reported either with respect to animated characters or character motion. The
research on considering both as influencing factors for viewer's visual attention is
insignificant. The present survey focuses on how animated characters and their motions
create an impact on the viewer's visual attention. Also, it emphasizes the physiological
and cognitive impact created by the animation on the viewers.

II. Research Questions

1.
Are multimedia instructional materials containing animations overall beneficial to
learning compared to static graphics display? If so, for which learning outcomes?

2.
How are the animation effects influenced by factors related to the instructional material,
such as the control over the pace, the function of the animation, the modality of the verbal
commentary and the type of animation media?

3.
How do the animation effects vary according to the instructional domain of the content
to-be-learned?
III. Proposed Intervention or Strategy

In the study, it was found that animations were better than static graphics in about 30.7%
of the comparisons. Based on these results, we suggest using interactive animations or
dynamic visual aids in educational materials. This can enhance learning, especially when
static illustrations may not be as effective. There is also room for further research and
development to create engaging and informative animations that aim to improve
educational outcomes.

IV. Research Method

The present study is reviewed based on the PRISMA (Preferred Reporting Items
for Systematic Reviews and Meta-Analyses) Protocol. It is a set of recommendations
designed for reporting systematic reviews. These guidelines aid authors in improving the
reporting of systematic reviews and meta-analyses and ensuring the accuracy and
transparency of the studies reported. The present study's reporting quality can be
optimized by completing the review report based on the PRISMA–P statement and
checklist. Moreover, it also improves the efficiency of the peer review process and
enables the readers to get a clear view of the author's work.

V. Conclusion

In summary, after carefully analyzing 140 comparisons from 61 experiments


involving 7036 participants, the study found that animations outperformed static graphic
displays in about 30.7% of cases. On the other hand, static illustrations were preferred in
10% of comparisons, while the majority (59.3%) showed no significant difference
between the two. These findings emphasize the effectiveness of animations in certain
situations and emphasize the importance of further investigation in educational and
informational contexts.

VI. Recommendation
The study revealed regarding animations' superiority in 30.7% of pair-wise
comparisons, a strategic recommendation is to systematically incorporate interactive
animations and dynamic visual aids into educational materials. This deliberate integration
has the potential to elevate learning experiences, especially in situations where static
illustrations prove less impactful. Additionally, there's a discernible opportunity for
advancing research and development efforts to craft captivating and instructive
animations, aiming to finely tune and optimize educational outcomes across diverse
contexts.

VII. References

Bauer-Morrison et al. (2002). Animation: Does it facilitate learning?


https://www.sciencedirect.com/science/article/abs/pii/S0360131516301336?
fbclid=IwAR2pHZairyWsNxEPvZ97CK0JUUnDNod3seIKRFjPW8wIDYIJbbjDIq1idss

Bétrancourt and Tversky (2000, p. 313). Effect of Computer Animation on User’s


Performance: A Review.
https://www.sciencedirect.com/science/article/abs/pii/S0360131516301336?
fbclid=IwAR2pHZairyWsNxEPvZ97CK0JUUnDNod3seIKRFjPW8wIDYIJbbjDIq1idss
#preview-section-introduction

Hegarty (2003). Dynamic visualizations and learning: Getting to the difficult questions.
https://www.sciencedirect.com/science/article/abs/pii/S0959475204000362

Mayer et al.(2007). Aids to Computer-based Multimedia Learning.


https://www.sciencedirect.com/science/article/abs/pii/S0959475201000184

Praveen and Srinivasan (2022, August 31). Psychological Impact and Influence of
Animation on Viewer's Visual Attention and Cognition: A Systematic Literature Review,
Open Challenges, and Future Research Directions.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9453061/?fbclid=IwAR0P4OZ-
OoM3NQjMN2ZEhwpU_K05TelG1vCjCvI_RojxjJNKRfncHTEQ2PU

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