Comparison of animation and static-picture based instruction

Effects on performance and cognitive load for learning genetics

Chi Yang, Chun Hui Jen, Chun Yen Chang, Ting Kuang Yeh

Research output: Contribution to journalArticle

1 Citation (Scopus)

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.

Original languageEnglish
Pages (from-to)1-11
Number of pages11
JournalEducational Technology and Society
Volume21
Issue number4
Publication statusPublished - 2018 Jan 1

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Animation
instruction
learning
performance
Cells
Acoustic waves
Students
cognitive theory
multimedia
Group
Genetics
student

Keywords

  • Cognitive load
  • Computer animation
  • Genetics learning
  • Multimedia learning
  • Static pictures

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

Cite this

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