Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)

(PSLC Intern Project, 2007: Under Construction)

Using Animated and Static Graphics to Scaffold Science Text Comprehension

Alyssa Kaye, Jenna Small, Kirsten Butcher, & Michelene Chi

Research Question

• What type of diagram – animated or static – best facilitates robust learning?
• In what contexts do animations become most effective?

Independent Variables

The current study varied the presentation of animated or static graphics within text presented to the participant (within- and between-participants design). Participants read two texts – one on the circulatory system and one on diffusion. Each text included either animations of the processes described or informationally equivalent statics taken from those animations. Students were assigned to conditions where they read either both texts with statics, both texts with animations, 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.

In addition to manipulating the type of graphic presented, each participant read two texts – circulatory system and diffusion (within-participants design). The circulatory system represents a direct process, which may be easier to visualize. The process of diffusion represents an indirect process, which, due to cognitive constraints, may be more difficult to visualize.

Dependent Variables

Learning

This experiment had a pre-test/post-test design. The measures of learning included a mental model drawing of the circulatory system as well as a posttest which consisted of the original pretest questions, additional normal post-test questions, far-transfer questions, and questions which integrate both learning domains. The posttest was administered immediately after the learning phase of the experiment; the students completed the circulatory system posttest after the circulatory system text was presented and the diffusion posttest after the diffusion text was presented. The integrated questions appeared at the end of the diffusion posttest.

Assessment

Normal post-test, near transfer, immediate: Near transfer learning was defined as the acquisition of information explicitly stated in the text. Near transfer learning was measured by standardized gain scores from identical pre- and post-test questions as well as the percentage correct on additional normal post-test questions.

Far transfer, immediate: Deep, inferential learning was defined as 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. In addition, integrated far transfer questions assessed the student’s ability to integrate material from both texts and make inferences using that information. The percentage correct of those questions was also used as a measure of this deep, inferential learning.

• Point totals of pre- and post-tests of circulation and diffusion were equated in order to facilitate comparison.

Hypothesis

According to the multimedia effect, learning gains are augmented when students are presented with visual and verbal information concurrently (for a summary, see Mayer, 2001). The magnitude of this growth changes, however, based on domain, previous understanding of the material, and other factors. Previous research has shown that students have a better understanding of a direct process, one which has an identifiable causal agent and occurs in a sequential, dependent manner. Students often develop robust misconceptions of indirect processes, which have no causal agent and do not proceed sequentially (Chi, 2007). The circulatory system represents a direct process, which we hypothesize facilitates mental animation. As a result, we hypothesize that there will be no significant difference between animated and static graphics in this domain. However, the process of diffusion represents an indirect process, which we hypothesize is more difficult to mentally animate. Therefore, the animated graphics will improve comprehension of the process of diffusion.

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.