Cognitive and Socio-Motivational Aspects in Learning with Animations: There Is More to It than "Do They Aid Learning or Not"

Autor/inn/en	Scheiter, Katharina; Gerjets, Peter
Titel	Cognitive and Socio-Motivational Aspects in Learning with Animations: There Is More to It than "Do They Aid Learning or Not"
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 38 (2010) 5, S.435-440 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-009-9118-5
Schlagwörter	Animation; Computer Assisted Instruction; Student Motivation; Educational Environment; Intellectual Disciplines; Learning Motivation; Educational Technology; Multimedia Instruction; Correlation; Predictor Variables; Instructional Effectiveness; Cognitive Processes + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geisteswissenschaften; Motivation for studies; Lernmotivation; Unterrichtsmedien; Multimediales Lernen; Korrelation; Prädiktor; Unterrichtserfolg; Cognitive process; Kognitiver Prozess
Abstract	Animations have become a ubiquitous component of computer-based instruction. Despite their widespread use, however, the evidence concerning their effects on learning is rather ambiguous, suggesting that one needs to have a closer look at the conditions under which animations will aid learning. Accordingly, three sets of moderating variables were identified: (1) the degree of processing support that is used to enhance learning with animation, (2) the context in which the animation is being used (e.g., laboratory setting versus classroom), and (3) the domain that is illustrated by the animation. On the one hand, the studies reported in the current special issue investigate manipulations of these variables. On the other hand, the studies vary among each other with respect to these factors, thereby reflecting the enlarged range of current animation research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10