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2 results

  • 26 - The Animation Composition Principle in Multimedia Learning

  • from Part VI - Principles Based on Social and Affective Features of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 313-323

  • Summary

    Research has shown that animated graphics are not the educational magic bullet that many expected them to be. They are neither necessarily superior to static graphics nor intrinsically effective in their own right. The Animation Composition Principle characterizes learning from animation as a hierarchical relation-building process by which mental models of the depicted subject matter are progressively and cumulatively constructed from discrete information primitives. It helps explain the limited success of previous attempts to improve animation’s effectiveness that took no account of their fundamental design. By giving due consideration to both perceptual and cognitive aspects of animation processing, the Animation Processing Model that embodies this Principle opens the door to novel, more effective compositional design options. These compositional animations significantly improve learning outcomes.

  • 26 - Multimedia Learning of Cognitive Processes

  • from Part IV - Multimedia Learning of Cognitive Processes
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 623-646

  • Summary

    This chapter describes a set of principles to be considered in the design of animation for use in multimedia learning resources. It then presents examples of some applications of these principles. The animation principles are grounded in research on perception, cognition and instruction, culminating in an account of the Animation Processing Model (APM). Animation in multimedia learning environments has multiple facets and can serve multiple functions. Dynamic perceptual schemata play a crucial role in the recognition of movement. The APM characterizes learning from animation in terms of five main phases in which bottom-up and top-down processes interact during the construction of a mental model that internally represents the referent subject matter. Learning from animation in multimedia learning environments raises important questions for cognitive theory with respect to visualization because it requires special attention to the interface between perception and cognition. The chapter also discusses implications for instructional design.