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

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 = ??
Total Participant Hours	?? x 2
Study Type	Lab Study

Abstract

Graphics are often used in conjunction with texts to facilitate learning, but little is known about what type and in what contexts graphics are most effective. This experiment sought to understand whether animated or static graphics better promote understanding and in which scientific domain 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. Participants were randomly assigned to one of four conditions, viewing animated graphics, informationally equivalent static graphics, or one type within each text.

Glossary

• Scaffolding
• Multimedia sources
• Retention
• Normal post-test
• Transfer

Research Question

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

Background and Significance

The efficacy of animated graphics as a means of facilitating learning is a complex issue (Hegarty, 2004). Coordination refers to the process of integrating relevant visual and verbal information. There is strong support for a multimedia effect, in which learning from two mediums (visual and verbal) augments memory and comprehension over text alone (for a summary, see Mayer, 2001). However, 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).

The type of material in which the graphics are presented is a concern (Hegarty, 2004); the same types of graphics are unlikely to be as effective in multiple domains. Direct processes are defined as those which have an identifiable causal agent and occur in a sequential, dependent manner. Indirect processes are defined as those 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).

Graphics are believed to be most effective when they conform to the Congruence Principle, which states that the structure and content of the graphic should correspond to the structure and content of the information being conveyed (Tversky et al., 2002). Because the circulatory system represents a direct process, both the static and animated graphics conform to the Congruence Principle. Because the process of diffusion involves unpredictable, random motion, the static graphics may not conform to the Congruence Principle and thus may be more difficult to mentally animate.

Learning how students internally represent scientific processes is imperative to understanding when animations become necessary for comprehension. The Assistance Dilemma refers to the possible inhibition of cognitive processes necessary for optimal learning due to computer assistance (Koedinger & Aleven, in press). If computer assistance diminishes the cognitive load of tasks which can be solved through individual mental effort, then the student may not learn the material as completely. Providing animations when students are able to mentally animate may reduce comprehension. Thus, understanding when students can mentally animate the material will avoid the production of unnecessary media.

This research investigates how animated and static graphics compare when other confounds, such as informational inequivalence and interactivity, are removed. What contexts animations are most effective for promoting better comprehension is also investigated.

Independent Variables

• Variable 1: Static vs. Animated Visual Representations
  • The current study varied the presentation of animated or static graphics within text presented to the participant (within- and between-participants design).
  • In the animation 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 equivalemce.
    • 3 MACRO PICTURES
• Variable 2: Direct vs. Indirect Processes
  • Participants read two texts – one on the circulatory system and one on diffusion.
  • 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. Students often develop robust misconceptions of such processes (Chi, in press).
    • The process of diffusion represents an indirect process.
    • For example in diffusion, molecules are constantly in random, unpredictable motion.
• Students were randomly assigned to one of four conditions where they read either both texts with static graphics, 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.

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.

To be updated 07/20

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.

KB: In general, reorganize under assessments. Give example items in each case.

To be updated 07/20

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.

KB: This is nicely written and on the right track ... we do need to refer to Hegarty's mental animation studies here. In general, this work points to a possible benefit of mental animation when students can perform it. Then tie into the Chi work (which you've summarized nicely here), to predict why we think mental animation won't be successful for indirect processes.