Comparison of Animation and Static-Picture Based Instruction: Effects on Performance and Cognitive Load for Learning Genetics

Autor/inn/en	Yang, Chi; Jen, Chun-Hui; Chang, Chun-Yen; Yeh, Ting-Kuang
Titel	Comparison of Animation and Static-Picture Based Instruction: Effects on Performance and Cognitive Load for Learning Genetics
Quelle	In: Educational Technology & Society, 21 (2018) 4, S.1-11 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Genetics; Teaching Methods; Science Instruction; Scientific Concepts; Animation; Educational Technology; Technology Uses in Education; Cognitive Processes; Difficulty Level; Student Attitudes; Program Effectiveness; Pictorial Stimuli; Grade 7; Junior High School Students; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Humangenetik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Schülerverhalten; Fantasieanregung; School year 07; 7. Schuljahr; Schuljahr 07; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland
Abstract	This study aimed to examine the relative effectiveness of using an animation versus static pictures in terms of supporting the learning of genetics. To provide a methodologically sound comparison, the two sessions were constructed to be equivalent and were designed based on principles provided by the cognitive theory of multimedia learning and the cognitive load theory. Genetics was chosen as the instructional content, which included learning about the processes of cell division, mitosis, and meiosis. The results indicate that students in the animation group perceived less extraneous cognitive load and achieved a better learning outcome than those in the static pictures group. Therefore, this study supports the superiority of the animation over static picture instruction when learning micro-scientific phenomena. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01