Instructional animation versus static pictures: A meta-analysis

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Instructional animation versus static pictures: A meta-analysis. / Höffler, Tim N.; Leutner, Detlev.
In: Learning and Instruction, Vol. 17, No. 6, 01.12.2007, p. 722-738.

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Höffler TN, Leutner D. Instructional animation versus static pictures: A meta-analysis. Learning and Instruction. 2007 Dec 1;17(6):722-738. doi: 10.1016/j.learninstruc.2007.09.013

Bibtex

@article{c5110e263cea4207a0f4dcfba0cd4e9a,
title = "Instructional animation versus static pictures: A meta-analysis",
abstract = "A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25-0.49). Moderator analyses indicate even more substantial effect sizes when the animation is representational rather than decorational (d = 0.40, 95% CI 0.26-0.53), when the animation is highly realistic, e.g., video-based (d = 0.76, 95% CI 0.39-1.13), and/or when procedural-motor knowledge is to be acquired (d = 1.06, 95% CI 0.72-1.40). The results are in line with contemporary theories of cognitive load and multimedia learning, and they have practical implications for instructional design.",
keywords = "Declarative, procedural, and problem-solving knowledge, Instructional visualization, animation, video, and picture, Meta-analysis, Psychology",
author = "H{\"o}ffler, {Tim N.} and Detlev Leutner",
year = "2007",
month = dec,
day = "1",
doi = "10.1016/j.learninstruc.2007.09.013",
language = "English",
volume = "17",
pages = "722--738",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Netherlands : Elsevier Science",
number = "6",

}

RIS

TY - JOUR

T1 - Instructional animation versus static pictures

T2 - A meta-analysis

AU - Höffler, Tim N.

AU - Leutner, Detlev

PY - 2007/12/1

Y1 - 2007/12/1

N2 - A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25-0.49). Moderator analyses indicate even more substantial effect sizes when the animation is representational rather than decorational (d = 0.40, 95% CI 0.26-0.53), when the animation is highly realistic, e.g., video-based (d = 0.76, 95% CI 0.39-1.13), and/or when procedural-motor knowledge is to be acquired (d = 1.06, 95% CI 0.72-1.40). The results are in line with contemporary theories of cognitive load and multimedia learning, and they have practical implications for instructional design.

AB - A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25-0.49). Moderator analyses indicate even more substantial effect sizes when the animation is representational rather than decorational (d = 0.40, 95% CI 0.26-0.53), when the animation is highly realistic, e.g., video-based (d = 0.76, 95% CI 0.39-1.13), and/or when procedural-motor knowledge is to be acquired (d = 1.06, 95% CI 0.72-1.40). The results are in line with contemporary theories of cognitive load and multimedia learning, and they have practical implications for instructional design.

KW - Declarative, procedural, and problem-solving knowledge

KW - Instructional visualization, animation, video, and picture

KW - Meta-analysis

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=36448977588&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/cde47c03-4f2a-3ab7-944d-873cecb322d3/

U2 - 10.1016/j.learninstruc.2007.09.013

DO - 10.1016/j.learninstruc.2007.09.013

M3 - Journal articles

AN - SCOPUS:36448977588

VL - 17

SP - 722

EP - 738

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

IS - 6

ER -