Animation as an Aid to Learning

Here is a quick summary of seven principles for animation indicated in a 2002 article by Richard E. Mayer and Roxana Moreno. In general, the two conclude that “animation can promote learner understanding when used in ways that are consistent with the cognitive theory of multimedia learning.”

Principles:

Multimedia principle–Present animation and narration rather than narration alone, students learn more deeply from animation and narration than from narration alone.

Spatial Contiguity Principle–Present on-screen text near rather than far from corresponding animation. The theoretical rationale is that learners are better able to build mental connections between corresponding words and pictures when they are near each other on the screen.

Temporal Contiguity Principle–Present corresponding animation and narration simultaneously rather than successively. The theoretical rationale is that learners are better able to make mental connections when corresponding words and pictures are in working memory at the same time.

Coherence Principle–Exclude extraneous words, sounds, and video. In five out of five experimental comparisons, students performed better on problem-solving transfer tests when they studied animation and narration without rather than with extraneous words, video, or sounds.

Modality Principle--Present animation and narration rather than animation and onscreen text. when words are presented through the auditory channel (as narration) then the visual channel is less likely to become overloaded, and learners are more likely to be able to build connections between corresponding words and pictures.

Redundancy Principle–Present animation and narration rather than animation, narration, and on-screen text. In two studies, receiving less—animation and narration—resulted in better transfer performance than receiving more—animation, narration, and on-screen text.

Personalization Principle–Present words in conversational rather than formal style. The theoretical rationale is that students work harder to understand an explanation when they are personally involved in a conversation. In five of five experimental studies, students performed better on transfer tests when words were presented in conversational rather than formal style.

All in all, I think this makes a great argument for the videos selected in the blog posting Engaging Ideas for Designing Learning Videos.

Here is an instructional animation…does it meet the criteria…is it effective instructionally?

Reference:
Mayer, R. E. & Moreno, R.(March 2002) Animation as an aid to multimedia learning. Educational Psychology Review, Vol. 14, No. 1, pp. 87-99.