Comparison of Animation and Static-picture based Instruction: Effects on Performance and Cognitive Load for Learning Genetics
Comparison of Animation and Static-picture based Instruction: Effects on Performance and Cognitive Load for Learning Genetics
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基于动画和静态图片的教学的比较：对学习遗传学的表现和认知负荷的影响
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
T. Yeh
中科院分区：
文献类型：
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作者：
Chi Yang;Chun;Chun;T. Yeh
本研究旨在检验使用动画与静态图片在支持遗传学学习方面的相对有效性。为了提供方法上合理的比较，两个课程被构造为等效的，并且是根据多媒体学习认知理论和认知负荷理论提供的原理设计的。选择遗传学作为教学内容，其中包括了解细胞分裂、有丝分裂和减数分裂的过程。结果表明，动画组的学生比静态图片组的学生感知到的无关认知负荷更少，并且取得了更好的学习成果。因此，本研究支持在学习微观科学现象时动画相对于静态图片教学的优越性。
This study aimed to examine the relative effectiveness of using an animation versus static pictures in terms of supporting the learning of genetics. To provide a methodologically sound comparison, the two sessions were constructed to be equivalent and were designed based on principles provided by the cognitive theory of multimedia learning and the cognitive load theory. Genetics was chosen as the instructional content, which included learning about the processes of cell division, mitosis, and meiosis. The results indicate that students in the animation group perceived less extraneous cognitive load and achieved a better learning outcome than those in the static pictures group. Therefore, this study supports the superiority of the animation over static picture instruction when learning micro-scientific phenomena.