Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
Contents
Using Animated and Static Graphics to Scaffold Science Text Comprehension (PSLC Intern Project)
Alyssa Kaye, Jenna Small, Kirsten Butcher, & Michelene Chi
Summary Table
| PI | Kirsten R. Butcher |
| Other Contributers | Research Programmers/Associates: Alyssa Kaye, Jenna Small Co-Investigator: Michelene Chi |
| Study Start Date | June 2007 |
| Study End Date | July 2007 |
| Number of Students | ?? |
| Total Participant Hours | ?? x 2 |
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
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). 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 also a concern (Hegarty, 2004); the same types of graphics are unlikely to be as effective in multiple domains. 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. This research investigates in which contexts animations are most effective in promoting better comprehension.
KB comment: I really like what you have so far. But I also think we need to talk about why we think animations may be better for diffusion than for the circ system. Perhaps reference Tversky et al.'s congruence principle? In general, we should make the case for a potential difference between direct processes (in which movement is causal and can be predicted) and indirect processes (where random, unpredictable movement causes the overall pattern).
Also, maybe should begin to tie to PSLC theory. Look at the Coordinative Learning page -- we're generally investigating coordination between visual and verbal sources. It also relates to the assistance dilemma -- in one condition the computer provides the motion, in the other case, the student must mentally animate.
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). Participants read two texts – one on the circulatory system and one on diffusion. 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. Each text included either animations of the processes described or informationally equivalent statics taken from those animations.
- Students were randomly assigned to one of four 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.
- Variable 2: Direct vs. Indirect Process
- In addition to manipulating the type of graphic presented, each participant read two texts – circulatory system and diffusion (within-participants design). Because the circulatory system represents a direct process, both the static and animated graphics 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). However the process of diffusion, which represents an indirect process, involves unpredictable, random motion; therefore, the static graphics may not conform to the Congruence Principle and thus may be more difficult to mentally animate.
KB comments: Probably would be better to make this into more of an outline form (easier to scan for information). Would help to include a screen shot of the animations too.
Move some of paragraph three to embed into paragraph 1. I think you need to explain why direct processes may be easier to visualize than indirect processes. Also, you can tie into the assistance dilemma here. Providing motion may increase student's likelihood of success but may diminish outcomes...
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.
KB: In general, reorganize under assessments. Give example items in each case.
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.
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.
