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EARLI Conference, 23-27 August 2005
Mireille BETRANCOURT
Cyril REBETEZ
Pierre DILLENBOURG
Mirweis SANGIN
CRAFT
Swiss Federal Institute of Technology
Lausanne
TECFA
Dpt of Psychology and Education
Why did learners in collaborative situation benefit more from animations
than individual learners?
EARLI Conference, 23-27 August 2005
Research context
Static graphics facilitate the activity of elaborating a mental model from text information
Learning from text information means constructing a mental model
The case of understanding dynamic phenomena
EARLI Conference, 23-27 August 2005
Animation supports learning
Visualizes spatial changes over time
Mayer, 2001
Supports the construction of a ‘runnable mental model’
Text-picture complementarity at the semiotic level
Lowe, 2004
Levin, Anglin et Carney, 1989
EARLI Conference, 23-27 August 2005
Does animation actually help?
Animation challenges cognitive processing capacities
Conception of a functional MM
Lowe, 2003; Schnotz, 2002 Tversky, Bauer-Morrison & Betrancourt, 2002
Attention paid torelevant features
Memory load
Perception of motion
EARLI Conference, 23-27 August 2005
Animation and collaboration
Schnotz, Boeckeler and Gzrondziel (1999)
Interactiveanimation
Static display
For detail questions only
Interactiveanimation
Static display
For both detail and understanding questions
EARLI Conference, 23-27 August 2005
Hypotheses
Continuous animation vs. series of static snaphots:
Continuous animation facilitates understanding insofar as it depicts transitions between states.
Collaboration increases extraneous cognitive load
Pair of learners vs. single learner
EARLI Conference, 23-27 August 2005
Methods
Participants
160 university students, novices in the domain
Material
Two multimedia instructions on Venus transit and rift formation
Two versions:12 static snapshots 12 animated sequences
Factorial Design
Format of material(animated vs static)
Collaboration(one learner vs. 2 learners)
EARLI Conference, 23-27 August 2005
Procedure
Welcome - consent form
Pre-test Material Cog. load Post-test
Rift formation
Intro
Endcorsi blocks+ paper-folding
Indiv learners
Pre-test Material Cog. load Post-test
Transit of Venus
Intro
EARLI Conference, 23-27 August 2005
0
5
10
15
20
25
30
static animation
study times
Single
Pairs
Results (1): Reflection - discussion times
Format: no diff.Collaboration: p<.01
EARLI Conference, 23-27 August 2005
0
10
20
30
40
50
60
70
static snapshots animation
Percent correct
Single
Pairs
Results (2) : scores to the retention test
material: p<.01collaboration: NS
EARLI Conference, 23-27 August 2005
0
10
20
30
40
50
60
70
static snapshots animation
Percent correct
Single
Pairs
Results (3) : comprehension
Material: p<.05Collaboration: NSInteraction collaboration * material: p<.01
EARLI Conference, 23-27 August 2005
Summary
A continuous animation increased retention performance compared to a series of static frames.
Learners in pairs reported lower mental effort than single.
Regarding comprehension, only learners in pairs benefited from animation
EARLI Conference, 23-27 August 2005
Further research
Control study under analysis on verbalization instruction in single situation
Study in progress: effect of level of interactivity and investigation of individual differences
Additional data under analysis: content of verbal interaction, and free recall performance