The (in)effectiveness of animation in instruction

@inproceedings{citeulike:386852, abstract = {Animated graphics have been increasingly adopted to teach complex systems, encouraged by the preconception that realism is effective. Nevertheless, the evidence has been discouraging as to their effectiveness. By the Conceptual Congruence Hypothesis, graphics should be effective in conveying concepts that are literally or metaphorically spatial. By extension, animated graphics should be effective in conveying change in time. This hypothesis was investigated by comparing three interfaces that presented text, text plus static graphics, or text plus animated graphics. Evidence was obtained for the static version of the Conceptual Congruence Hypothesis. Graphics were more effective than text in some cases, especially for participants with low spatial ability, but animation did not further increase effectiveness.}, address = {New York, NY, USA}, author = {Morrison, Julie B. and Tversky, Barbara }, booktitle = {CHI '01: CHI '01 extended abstracts on Human factors in computing systems}, citeulike-article-id = {386852}, doi = {10.1145/634067.634290}, isbn = {1581133405}, keywords = {animation, complex, conceptual, congruence, hci, hypothesis, instruction, learning, narrative, systems, time}, pages = {377--378}, posted-at = {2005-11-10 10:23:18}, priority = {3}, publisher = {ACM Press}, title = {The (in)effectiveness of animation in instruction}, url = {http://portal.acm.org/citation.cfm?id=634290}, year = {2001} }

TY - CONF ID - citeulike:386852 L3 - citeulike-article-id:386852 TI - The (in)effectiveness of animation in instruction T2 - CHI '01: CHI '01 extended abstracts on Human factors in computing systems SP - 377 EP - 378 AD - New York, NY, USA PB - ACM Press SN - 1581133405 N2 - Animated graphics have been increasingly adopted to teach complex systems, encouraged by the preconception that realism is effective. Nevertheless, the evidence has been discouraging as to their effectiveness. By the Conceptual Congruence Hypothesis, graphics should be effective in conveying concepts that are literally or metaphorically spatial. By extension, animated graphics should be effective in conveying change in time. This hypothesis was investigated by comparing three interfaces that presented text, text plus static graphics, or text plus animated graphics. Evidence was obtained for the static version of the Conceptual Congruence Hypothesis. Graphics were more effective than text in some cases, especially for participants with low spatial ability, but animation did not further increase effectiveness. KW - animation KW - complex KW - conceptual KW - congruence KW - hci KW - hypothesis KW - instruction KW - learning KW - narrative KW - systems KW - time AU - Morrison, Julie AU - Tversky, Barbara PY - 2001/// UR - http://portal.acm.org/citation.cfm?id=634290 ER -