Contextual animation in multimedia learning materials for pre-adolescents: The saga of null results continues

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2023-10-01 DOI:10.1016/j.learninstruc.2023.101803

Karolína Schubertová , Jiří Lukavský , Anna Drobná , Kristina Volná , Cyril Brom

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引用次数: 0

Abstract

Background

Emotional design approaches tend to be instructionally effective in the case of higher education learners. However, empirical evidence on the effectiveness of emotional design for children is limited. Contextual animation is one way that emotional design can be realized. Contextual animation refers to the non-expository animation of context-providing representational pictures.

Aim

This study examines the effects of contextual animation on learning outcomes and situational interest in the case of pre-adolescents.

Sample

Participants included 50 children 9–11 year of age recruited from all parts of the Czech Republic.

Method

Participants studied exponential growth and public opinion polls from two, 3-min-long, narrated videos; one included contextual animation and the other did not (counterbalanced within-subject design with randomization). Each child participated separately in one online session with a research administrator.

Results

Although animated videos triggered interest (d = 0.18, 0.36), null results were found both as regards learning outcomes and maintained situational interest.

Conclusions

This study adds to a small body of literature pointing at limited effects of emotional design approaches on pre-adolescents. Additional studies with young audiences and using other forms of emotional design would be a welcome addition to the literature.

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青少年前期多媒体学习材料中的情境动画：无效结果的传奇故事仍在继续

情感设计方法在高等教育学习者的教学中往往是有效的。然而，关于儿童情绪设计有效性的经验证据有限。情境动画是实现情感设计的一种方式。情境动画是指提供情境的具象画面的非说明性动画。目的探讨情境动画对学龄前儿童学习效果和情境兴趣的影响。样本参与者包括从捷克共和国各地招募的50名9-11岁的儿童。方法:参与者从两个3分钟长的解说视频中学习指数增长和民意调查;其中一个包括上下文动画，另一个没有(通过随机化来平衡主题内设计)。每个孩子分别参加了一个由研究管理员主持的在线会议。结果虽然动画视频能激发学生的兴趣(d = 0.18, 0.36)，但在学习效果和情境兴趣维持方面，结果为零。本研究补充了一小部分指出情绪设计方法对青春期前儿童影响有限的文献。更多针对年轻受众的研究和使用其他形式的情感设计将是值得欢迎的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.