Comparing apples and oranges? A critical look at research on learning from statics versus animations
Comparing apples and oranges? A critical look at research on learning from statics versus animations
复制标题
DOI：
10.1016/j.compedu.2016.09.004
复制
发表时间：
2016-11-01
影响因子：
12
通讯作者：
Paas, Fred
中科院分区：
文献类型：
--
作者：
Castro-Alonso, Juan C.;Ayres, Paul;Paas, Fred
许多研究比较了静态和动态图像的教学效果没有控制所有的调节变量。这个问题不仅存在于关于课程主题的教学图片中（例如，科学、技术、工程和数学：STEM），但也包括那些描述课外任务的内容（例如，人的活动）。当吸引力、媒体、现实主义、大小和交互等因素在静态和动画之间没有严格控制时，研究人员可能经常将苹果与橘子进行比较。在这篇综述中，我们对这些混杂变量进行了分类，并提供了一些可能的解决方案，以产生更严格的对照研究。未来的研究可以考虑这些偏见和解决方案，以设计更多等效的可视化。因此，可以获得更确凿的证据，确定静态或动态图像更适合教育目的的边界条件，跨课程和课外任务。(C)2016爱思唯尔有限公司版权所有
Many of the studies that have compared the instructional effectiveness of static with dynamic images have not controlled all the moderating variables involved. This problem is present not only in instructional pictures concerning the curricular topics (e.g., science, technology, engineering and mathematics: STEM), but also in those depicting extracurricular tasks (e.g., human movement tasks). When factors such as appeal, media, realism, size, and interaction are not tightly controlled between statics and animations, researchers may often be comparing apples with oranges. In this review, we provide a categorization of these confounding variables and offer some possible solutions to generate more tightly controlled studies. Future research could consider these biases and solutions, in order to design more equivalent visualizations. As a result, more conclusive evidence could be obtained identifying the boundary conditions for when static or dynamic images are more suitable for educational purposes, across both curricular and extracurricular tasks. (C) 2016 Elsevier Ltd. All rights reserved.