Is Contextual Animation Needed in Multimedia Learning Games for Children? An Eye Tracker Study

Autor/inn/en	Javora, Ondrej; Hannemann, Tereza; Volná, Kristina; Dechterenko, Filip; Tetourová, Tereza; Stárková, Tereza; Brom, Cyril
Titel	Is Contextual Animation Needed in Multimedia Learning Games for Children? An Eye Tracker Study
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 2, S.305-318 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Javora, Ondrej) ORCID (Brom, Cyril)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12489
Schlagwörter	Animation; Context Effect; Multimedia Materials; Instructional Materials; Educational Games; Game Based Learning; Children; Elementary School Students; Grade 3; Grade 4; Preferences; Attention; Eye Movements + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Educational game; Lernspiel; Child; Kind; Kinder; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Aufmerksamkeit; Augenbewegung
Abstract	The present study investigates affective-motivational, attention, and learning effects of unexplored emotional design manipulation: "Contextual animation" (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants (N = 134; M[subscript age] = 9.25; Grades 3 and 4) learned either from an experimental version of the MLG with a high amount of contextual animation or from an identical MLG with no contextual animation (control). Children strongly preferred (X[superscript 2] = 87.04, p < 0.001) and found the experimental version more attractive (p < 0.001, d = -1.11). No significant differences in overall enjoyment and learning outcomes were found. Attention differences, measured by dwell times and fixation durations, were small and reached only borderline significance (p = 0.035; d = -0.39). The implication is that contextual animation in MLG for children increases such instructional materials' attractiveness without compromising cognitive processes needed for learning; however, it does not lead to their higher instructional efficiency. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01