Instructional animation versus static pictures: A meta-analysis
Journal article › Research › Peer reviewed
Publication data
| By | Tim N. Höffler, Detlev Leutner |
| Original language | English |
| Published in | Learning and Instruction, 17(6) |
| Pages | 722-738 |
| Editor (Publisher) | Elsevier |
| ISSN | 0959-4752, 1873-3263 |
| DOI/Link | https://doi.org/10.1016/j.learninstruc.2007.09.013 , http://www.sciencedirect.com/science/article/pii/S0959475207001077 |
| Publication status | Published – 2007 |
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.
