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Title

Does animation enhance learning? A meta-analysis

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Published in Computers & Education. 2016, vol. 101, p. 150-167
Abstract This meta-analysis investigated whether animation is beneficial overall for learning compared to static graphics, while also identifying moderator factors affecting the global effect. A systematic search was conducted for experimental studies comparing the impact of animated vs. static graphics displays in the context of knowledge acquisition. A total of 50 papers were considered, and consecutively 61 primary studies (N = 7036), yielding 140 pair-wise comparisons of animated vs. static graphic visualizations in ultimedia instructional material were analyzed using a random-effects model. An overall positive effect of animation over static graphics was found, with a Hedges’s g effect size of 0.226 (95% confidence interval = 0.12e0.33). Additional moderator analyses indicated substantial effect sizes when the animation was system-paced (g = 0.309), when it was coupled with auditory commentary (g = 0.336) or when the nstruction did not include any accompanying text (g = 0.883).
Keywords Meta-analysisAnimationStatic graphicsInstructional designTeaching/learningStrategiesModerator factors
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Research group Technologies de formation et d'apprentissage (TECFA)
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BERNEY, Sandra, BETRANCOURT, Mireille. Does animation enhance learning? A meta-analysis. In: Computers & Education, 2016, vol. 101, p. 150-167. https://archive-ouverte.unige.ch/unige:92234

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Deposited on : 2017-03-01

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