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

研究成果: 雜誌貢獻文章

3 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)1-11
頁數11
期刊Educational Technology and Society
21
發行號4
出版狀態已發佈 - 2018 一月 1

ASJC Scopus subject areas

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

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