Do Animated Concept Maps Support Meaningful Learning?
Jerry Jacques, Valèria Ligurgo, Pierre Fastrez, Université catholique de Louvain, Belgium
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In a pilot study, a 2X2 experimental design was used to explore the effects of external representations (concept map versus text) and animation (animated versus static) on learning. Twenty four undergraduate students were assigned to one of four groups, each presented with the same audio narration combined with a different visual presentation on the digitization of sound: static text, animated text, static concept map, or animated concept map. A questionnaire was designed to evaluate thirteen cognitive processes involved in meaningful learning. An interaction between presentation format and animation was detected, where animation benefited to participants studying text, and hindered participants studying concept maps. These results are not consistent with previous studies and highlight the need to develop more complex assessment tools that encompass the diversity of learning processes supported by external representations.
Jacques, J., Ligurgo, V. & Fastrez, P. (2013). Do Animated Concept Maps Support Meaningful Learning?. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1012-1021). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)