Skip to Main content Skip to Navigation
Conference papers

Instructional Animations: More Complex to Learn from Than at First Sight?

Abstract : This paper presents a cognitively guided set of design guidelines for instructional animations based on a review of the existing literature. The guidelines are based around a cognitive load theory framework, which assumes learners’ limited working memories must be considered for instructional animations to be effective. We propose six design guidelines: (1) animations are more beneficial for learners with higher levels of prior knowledge; (2) animations are more effective for certain knowledge domains; (3) segment animations in shorter sections; (4) give learners control; (5) signal or cue important information; (6) remove details and information from instructional animations that are not necessary for learning.
Document type :
Conference papers
Complete list of metadatas

Cited literature [12 references]  Display  Hide  Download

https://hal.inria.fr/hal-01597022
Contributor : Hal Ifip <>
Submitted on : Thursday, September 28, 2017 - 10:24:27 AM
Last modification on : Tuesday, October 10, 2017 - 1:32:29 PM
Document(s) archivé(s) le : Friday, December 29, 2017 - 2:34:50 PM

File

978-3-642-23768-3_80_Chapter.p...
Files produced by the author(s)

Licence


Distributed under a Creative Commons Attribution 4.0 International License

Identifiers

Citation

Anna Wong, Nadine Marcus, John Sweller. Instructional Animations: More Complex to Learn from Than at First Sight?. 13th International Conference on Human-Computer Interaction (INTERACT), Sep 2011, Lisbon, Portugal. pp.552-555, ⟨10.1007/978-3-642-23768-3_80⟩. ⟨hal-01597022⟩

Share

Metrics

Record views

72

Files downloads

188