Exploring the Effect of Realism at the Cognitive Stage of Complex Motor Skill Learning

Autor/in	Lucas, Terry
Titel	Exploring the Effect of Realism at the Cognitive Stage of Complex Motor Skill Learning
Quelle	In: E-Learning and Digital Media, 16 (2019) 4, S.242-266 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lucas, Terry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/2042753019835893
Schlagwörter	Realism; Psychomotor Skills; Difficulty Level; Animation; Video Technology; Knowledge Level; Racquet Sports; Computer Simulation; Video Games; Time on Task; Self Efficacy; Efficiency; Preferences; Student Attitudes; Cognitive Processes; Motion; Human Body; Novices; Visual Stimuli; Design; Spatial Ability; Prior Learning; Skill Development; College Students; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Realismus; Psychomotorische Aktivität; Schwierigkeitsgrad; Wissensbasis; Computergrafik; Computersimulation; Video game; Videospiel; Videospiele; Zeitaufwand; Self-efficacy; Selbstwirksamkeit; Effectiveness; Effektivität; Wirkungsgrad; Schülerverhalten; Cognitive process; Kognitiver Prozess; Bewegungsablauf; Menschlicher Körper; Räumliches Vorstellungsvermögen; Vorkenntnisse; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent; Ausland
Abstract	Animation can be used for various purposes such as for procedural and motor skill learning (i.e., dance, sports, and motor rehabilitation). In the context of visual design, this study explores the possible influence of realism (levels of visual detail) in animation at the cognitive stage of motor skill acquisition. Students (N = 64) with low-prior knowledge about tennis were randomly assigned into three groups to view either 2D schematic, 3D stylised, or live-action instructional video. Their performance on the knowledge test, learning time, efficiency score, confidence level, preference, and open-ended responses were captured for analyses. Based on the findings, despite most preference towards live-action video, there was no statistically significant difference regarding cognitive learning performance among learners from different treatment groups. Hence, animated digital characters of various levels of realism can still be incorporated for motor skill acquisition especially in instructional animations, simulations, video games and virtual reality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01