Effectiveness of Various Enhancement Strategies to Complement Animated Instruction: A Meta-Analytic Assessment

Autor/inn/en	Lin, Huifen; Ching, Yu-Hui; Ke, Fengfeng; Dwyer, Francis
Titel	Effectiveness of Various Enhancement Strategies to Complement Animated Instruction: A Meta-Analytic Assessment
Quelle	In: Journal of Educational Technology Systems, 35 (2007) 2, S.215-237 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
Schlagwörter	Program Effectiveness; Educational Objectives; Effect Size; Animation; Instructional Effectiveness; Meta Analysis; Scaffolding (Teaching Technique); College Students; Control Groups; Educational Environment + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Unterrichtserfolg; Meta-analysis; Metaanalyse; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Animation of various types has been used increasingly in different disciplines in computer-based learning environments to facilitate achievements of different kinds of learning objectives. However, the result of empirical animation studies has been mixed and mostly discouraging. The purpose of this meta-analysis was to examine the instructional effectiveness of different types of enhancement strategies used to complement animated instruction. Eleven hundred and twenty-four college-level students participated in 12 independent experimental studies. The uniqueness of this meta-analysis lies in the fact that the instructional content and four independent criterion measures were held constant in all studies. One hundred and twenty-four effect sizes were calculated. The results indicate that when "conventional" one dimensional animation strategies are employed to complement animated instruction, small to moderate effect sizes are realized and that the various enhancement strategies were not equally effective in facilitating different types of educational objectives. (Contains 4 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10