Difference between revisions of "Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)"
(→Research Questions) |
(→Research Questions) |
||
Line 30: | Line 30: | ||
*Which type of graphic – animated or static – best facilitates [[robust learning]]? | *Which type of graphic – animated or static – best facilitates [[robust learning]]? | ||
*Does the benefit of animation depend upon the type of scientific process being depicted? | *Does the benefit of animation depend upon the type of scientific process being depicted? | ||
− | *Is it better for | + | *Is it better for a tutor to provide or for the student to generate motion from visual representations? |
<br> | <br> |
Revision as of 19:58, 20 July 2007
Contents
Using Animated and Static Graphics to Scaffold Science Text Comprehension (PSLC Intern Project)
Alyssa D. Kaye, Jenna E. Small, Kirsten R. Butcher, & Michelene T.H. Chi
Summary Table
PI | Kirsten R. Butcher |
Other Contributers | Research Programmers/Associates: Alyssa D. Kaye, Jenna E. Small Co-Investigator: Michelene T.H. Chi |
Study Start Date | June 2007 |
Study End Date | July 2007 |
Number of Students | N = 12 |
Total Participant Hours | 24 |
Study Type | Lab Study |
Abstract
Graphics are often used in conjunction with texts to facilitate learning, but little is known about what type of graphics are most effective for learning different science content. This experiment sought to understand whether animated or static graphics better promote understanding and for which scientific processes animated graphics may be most beneficial. To test this, each participant read two texts, one representing a more direct scientific process (heart and circulatory system) and one representing a more indirect scientific process (diffusion). Within each text, the participant viewed the corresponding animated or static graphics. During learning, participants saw either animated graphics, static graphics, or one text with each type of graphic. Results demonstrated {to be added}.
Glossary
Research Questions
- Which type of graphic – animated or static – best facilitates robust learning?
- Does the benefit of animation depend upon the type of scientific process being depicted?
- Is it better for a tutor to provide or for the student to generate motion from visual representations?
Background and Significance
The Coordinative Learning cluster defines coordination as the process of integrating relevant visual and verbal information and is necessary to understand any type of graphic, whether static or animated. There is strong support for a multimedia effect, in which learning from two multimedia sources (visual and verbal) augments memory and comprehension over text alone (Mayer, 2001). Though it is thought that animated graphics allow for easier coordination, apparent successes of animated graphics over static graphics have resulted from informational inequivalence, interactivity, and other confounds known to promote learning (Tversky, Morrison, & Betrancourt, 2002). In addition, when learners can mentally animate static graphics, animated graphics are no more effective than the respective statics (Hegarty, 2004).
The effectiveness of static and animated graphics may be determined by the scientific processes they convey. Direct scientific processes are defined as those processes which have an identifiable causal agent and occur in a sequential, dependent manner. Indirect scientific processes are defined as those processes which have no causal agent and do not proceed sequentially. Previous research has shown that students have a better understanding of direct processes and often develop robust misconceptions of indirect processes (Chi, in press).
Tverksky et al. (2002) have proposed that graphics are most effective when they conform to the Congruence Principle, which states that the structure and content of a graphic should correspond to the structure and content of the information being conveyed. Because the circulatory system represents a direct process, both the static and animated graphics conform to the Congruence Principle. Because the process of diffusion is an indirect process, which involves unpredictable, random motion, the static graphics do not necessarily conform to the Congruence Principle and thus may be more difficult to mentally animate.
The Assistance dilemma refers to the question of what type of information a tutor should provide or withhold in order to promote optimal learning (Koedinger & Aleven, in press). If computer assistance diminishes individual mental effort, then the student may not learn the material as completely as when the student self-generates the information. Providing animations when students are able to mentally animate may reduce comprehension (Hegarty, 2004). However, because indirect processes are often poorly understood by students, it may be difficult to mentally animate these processes. In these cases, animations provided in the multimedia may promote optimal learning by providing information that the students would be unable to generate on their own.
This research investigates how animated and static graphics compare when other confounds, such as informational inequivalence and interactivity, are removed. The contexts in which animations are most effective for promoting better comprehension are also investigated in this experiment.
Independent Variables
- Students were randomly assigned to one of four conditions in which they read either both texts with static graphics, both texts with animated graphics, or one text with each type of graphic. The time spent observing the animation and respective statics was equated so that the participant could not move to the next screen until the allotted time had passed.
- Variable 1: Static vs. Animated Visual Representations
- This study varied the presentation of animated or static graphics within text presented to the participant (within- and between-participants design).
- In the animated graphic condition, each participant viewed animated graphics taken from online science tutorial sites.
- In the static graphic condition, each participant viewed six still graphics taken directly from the animations to ensure informational equivalence.
Figure 1. Static graphic: Micro Diffusion 1
Figure 2. Static graphic: Micro Diffusion 3
Figure 3. Static graphic: Micro Diffusion 6
- Variable 2: Direct vs. Indirect Processes
- Participants read two texts – one on the circulatory system (direct process) and one on diffusion (indirect process).
- A direct process is defined as one which has an identifiable causal agent and occurs in a sequential, dependent manner.
- The circulatory system represents a direct process. For example, deoxygenated blood flows from the right atrium to the right ventricle to the lungs, where it becomes oxygenated.
- An indirect process is one which has no causal agent and does not proceed sequentially.
- The process of diffusion represents an indirect process. For example in diffusion, molecules are constantly in random, unpredictable motion, which eventually creates a discernible pattern.
Dependent Variables
- Robust learning was tested via a pre-test/post-test design, that included retention and transfer items. Students took a pretest prior to learning either test. Each posttest was administered after the learning phase for each topic (e.g., if the circulatory system text was studied first, the students completed the circulatory system posttest after the circulatory system text was presented and before the diffusion text was presented).
- Retention questions tested the acquisition of information explicitly stated in the text. This was measured by standardized gain scores from identical pre- and post-test questions as well as the percentage correct on some of the additional normal post-test questions.
- Example Retention Question: How many valves are there in the heart and where are they located?
- Comprehension was defined as the level of understanding gained from the material; this was measured through various types of questions administered during the post-test.
- Mental model development, immediate: Pre- and post-test participant drawings of the heart and circulatory system were used as a measure of comprehension and understanding.
Figure 4: Example of Student Pre-Test Mental Model Drawing (Single Loop 1)
Figure 5: Example of Student Post-Test Mental Model Drawing (Double Loop 2)
![104 post mental model drawing v3.jpg](/wiki/images/8/81/104_post_mental_model_drawing_v3.jpg)
- Transfer items measured deep, inferential learning. These questions tested acquisition of concepts that were not explicitly stated, and thus needed to be inferred from reading the text or viewing the graphics. This was measured by percentage correct on additional post-test questions.
- Example Transfer Question: Some kinds of fish look for food in large groups called schools. Each fish instinctively swims near another fish. Swimming in schools increases the survival rate of the fish as well as the chance of finding food sources. If the process of diffusion is similar to swimming in a school, what role does each fish play in achieving the school?
- Integration, immediate: Integrated far transfer questions assessed the participant’s ability to integrate material from both texts and make inferences using that information. The percentage correct of these questions was used as a measure of deep, inferential learning.
- Example Integrated Question: In the body, the concentrations of oxygen normally is much higher in the blood (outside the cells) than inside the cells and the concentration of carbon dioxide is much higher inside the cells than in the blood. Based on your knowledge of diffusion, explain how cells receive the oxygen they need from the bloodstream and lose harmful carbon dioxide. Be sure to mention how and why the molecules move.
- Point totals of pre- and post-tests of circulation and diffusion were equated in order to facilitate comparison.
Hypothesis
Because previous research has shown that learners are successful when they can infer motion from static graphics (Hegarty, Kriz, & Cate, 2003), we predict that static graphics will be as effective as animations when mental animation is possible. Specifically, participants should be able to mentally animate the statics of a direct process such as the circulatory system because the static graphics conform to the Congruence Principle (Tversky et al., 2002). As a result, we hypothesize that there will be no significant difference between animated and static graphics for direct processes. However, diffusion, an indirect process, may be more difficult to mentally animate because the static graphics do not necessarily conform to the Congruence Principle. Therefore, animated graphics should improve comprehension of the process of diffusion. If animated graphics better support learning than static graphics for an indirect process, this research would demonstrate when computer assistance may be necessary for easing the coordination of visual and verbal information.
In summary, we predict that there will be no significant difference between the animated and static graphics for the circulatory system text, but a significant difference between the animated and static graphics for the diffusion text, favoring the animated graphic condition.