Anthropomorphisms in Multimedia Learning: Attract Attention but Do Not Enhance Learning?

Autor/inn/en	Stárková, Tereza; Lukavský, Jirí; Javora, Ondrej; Brom, Cyril
Titel	Anthropomorphisms in Multimedia Learning: Attract Attention but Do Not Enhance Learning?
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 4, S.555-568 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lukavský, Jirí) ORCID (Brom, Cyril)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12359
Schlagwörter	Multimedia Instruction; Educational Technology; Technology Uses in Education; Learning; Attention; Psychological Patterns; Eye Movements; Visual Stimuli; College Students + Suchen Sie Ihr Suchwort? Multimediales Lernen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernen; Aufmerksamkeit; Augenbewegung; Collegestudent
Abstract	Anthropomorphizing graphical elements in multimedia learning materials improves learning outcomes. The reasons for enhanced learning are unclear. We extended a seminal anthropomorphism study in order to examine whether the effect of anthropomorphisms on learning outcomes, both immediate and delayed, is caused by the anthropomorphized elements' effects on attention distribution or by elevated positive affective-motivational states. The study had a partial 3 × 2 design (the materials' graphics: schematic vs. black-and-white anthropomorphisms vs. colourful anthropomorphisms × eye tracker: present vs. absent). The participants were university students (N = 181). Unexpectedly, we found no significant effect of anthropomorphisms on learning outcomes. Anthropomorphisms significantly affected attention distribution during initial fixations but not overall. Modest effect on enjoyment was found, but no such effect was detected as concerns flow and generalized positive affect. We also found that the eye tracker's mere presence had slight adverse effects on learners, but these effects did not compromise learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01