Authors
Tim N Höffler, Detlev Leutner
Publication date
2007/12/1
Journal
Learning and instruction
Volume
17
Issue
6
Pages
722-738
Publisher
Pergamon
Description
A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d=0.37 (95% CI 0.25–0.49). Moderator analyses indicate even more substantial effect sizes when the animation is representational rather than decorational (d=0.40, 95% CI 0.26–0.53), when the animation is highly realistic, e.g., video-based (d=0.76, 95% CI 0.39–1.13), and/or when procedural-motor knowledge is to be acquired (d=1.06, 95% CI 0.72–1.40). The results are in line with contemporary theories of cognitive load and multimedia learning, and they have practical implications for instructional design.
Total citations
Scholar articles
TN Höffler, D Leutner - Learning and instruction, 2007