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

(PSLC Intern Project, 2007: Under Construction)

Research Question

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

Independent Variable

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 text represents a direct process, which is considered easier to visualize. The diffusion text represented an indirect/emergent process, which, due to cognitive constraints, may be more difficult to visualize.

Dependent Variable

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.