Knowledge Carrying and Knowledge Emphasizing Animations: A Useful Distincitions when Developing Educational Software
2008 (English)In: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 / [ed] Joseph Luca & Edgar R. Weippl, Chesapeake, VA: AACE , 2008, 1228-1233 p.Conference paper (Refereed)
Previous research on the usefulness of animations in educational software has not shown any unequivocal advantage of animations. We claim that these conflicting results at least in part stem from not distinguishing between different educational communicative uses of animations. We suggest that it is necessary to distinguish between knowledge carrying and knowledge emphasizing animations, and suggest guidelines for when animations can and cannot be used in educational software. We illustrate our analysis with examples from learners’ responses to educational software for the teaching of optics. Users not familiar with the field were found to have difficulties in understanding when the animation in itself is something to be learned from cases where the purpose of the animation is to draw the users’ attention to something that is to be learned. By adhering to the distinction above, we found no misunderstandings from our users regarding the purpose of the animations.
Place, publisher, year, edition, pages
Chesapeake, VA: AACE , 2008. 1228-1233 p.
IdentifiersURN: urn:nbn:se:liu:diva-43916Local ID: 75078ISBN: 1-880094-65-7OAI: oai:DiVA.org:liu-43916DiVA: diva2:264777
ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 30, Vienna, Austria