Diagram Representation: A Comparison of Animated and Static Formats PROCEEDINGS
Sara Jones, Mike Scaife, University of Sussex
EdMedia: World Conference on Educational Media and Technology, in Seattle, WA USA ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Multimedia enables novel ways of representing information, most strikingly as
animations, but we lack good detailed accounts of its value for learning. The main study
reported here investigates the value of animation for students aged thirteen and fourteen,
learning the principles of cardiac circulation. The study compared the effects of media type,
paper-based diagram versus computer-based animation, and of design of the learning task,
structured versus open, in a 2 x 2 design. Learning was measured by completion of a diagram
of blood flow through the heart. Statistical analysis showed a significant overall effect of task
design but not of media type. Further analysis, however, showed that the animation produced
distinctive kinds of errors and a second study looked in more detail at the effects of working
with an animation. Results suggest it has the effect of making learners over-confident but can
ultimately provide some benefits over static formats.
Jones, S. & Scaife, M. (1999). Diagram Representation: A Comparison of Animated and Static Formats. In B. Collis & R. Oliver (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 1999 (pp. 622-627). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 1999 AACE