Stills, Animations and the Scrollbar as Complementary Multimedia Design Tools
George Hatsidimitris, University of New South Wales, Australia ; Joe Wolfe, University of NSW, Australia
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract: Researchers have been seeking the optimal design guidelines and learning conditions for the use of animated material. The current paper extends this search for a superior multimedia design by proposing a multi-tier structure that incorporates the particular strengths of stills and animations whilst also introducing a third intermediary component, i.e. the scrollbar. Such an “empirically-driven” design seems well suited to learning and rehearsing complex time-critical procedural tasks such as found in the field of sport, dancing, surgery and workplace environments wherein intricate human movement is involved. The three-tiered model is applied to a complex procedural task to illustrate the underlying rationale. An exemplar of best practice in the field of multimedia learning is evaluated in terms of providing complementary input from the viewpoint of an authentic learning scenario. It is recommended that multi-level animations can best accommodate the composite, and sometimes variable, nature of complex information structures.
Hatsidimitris, G. & Wolfe, J. (2010). Stills, Animations and the Scrollbar as Complementary Multimedia Design Tools. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 651-657). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)