Learning with Animation and the Illusion of Understanding

Autor/in	Paik, Eugene Sam
Titel	Learning with Animation and the Illusion of Understanding
Quelle	(2010), (123 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Nevada, Las Vegas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-6102-1
Schlagwörter	Hochschulschrift; Dissertation; Animation; Prediction; Motion; Teaching Methods; Undergraduate Students; Retention (Psychology); Difficulty Level; Self Evaluation (Individuals); Visualization + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Vorhersage; Bewegungsablauf; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; Schwierigkeitsgrad; Visualisation; Visualisierung
Abstract	A controlled experiment was conducted on the effects of two types of animation--motion and highlighting--on learning. The treatment consisted of a 3.5 minute multimedia presentation that described the workings of a flushing toilet tank. A 2x2 factorial design ({motion, no-motion} x {highlight, no-highlight}) was employed with two dependent measures of learning (retention and transfer). Participants consisted of 65 undergraduates. Highlighting animation had a positive effect on both retention and transfer while motion animation had a negative effect on transfer. No significant interaction was detected between motion and highlighting. In addition, the experiment tested the illusion of understanding hypothesis as a causal mechanism for the negative influence of motion animation on learning based on three predictions: With motion animation, learners (a) find instructional content less difficult, ( b) generate more optimistic self-assessment of learning, and (c) are less able to perform mental visualization of the content. The results of the experiment were consistent with all three predictions. Furthermore, motion animation learners generated less accurate self-assessment than static image learners. This experiment controlled for confounds found in prior animation effect studies: navigational control, content segmentation, narration modality, and delivery media. The experiment also implemented a double-blind design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10