The use of animation in computer-assisted instruction

This thesis examined learning effects of, and preferences for, animations in computer assisted tutorials. A set of guidelines for developing animated learning materials was developed. In Experiment 1, three tutorials covering the same learning materials were developed: a guideline consistent animation tutorial plus static graphics, a guideline inconsistent animation tutorial plus static graphics, and a static graphics only tutorial. These tutorials taught analysis of covariance concepts which involve spatial data adjustments. Subjects in the guideline consistent condition took the same amount of time and learned the same amount of materials as students who learned from static graphics alone. Students in the guideline inconsistent condition, who used animations that did not follow the guidelines, took longer and learned less than subjects in the other two conditions. Subjects gave high, equivalent ratings on quality, satisfaction and enjoyment for all three tutorials. The second experiment used a within-subjects approach to examine user preferences for guideline consistent and guideline inconsistent animations, and for static graphics. Eighteen short tutorials were prepared. For each tutorial, there was a guideline consistent and a guideline inconsistent version. Seven tutorials also had a static graphic version. Subjects viewed all versions for each tutorial. Subjects were then asked to rank order, and comment on, the different versions. Subjects generally preferred guideline consistent versions over guideline inconsistent versions. It was also found that subjects preferred having access to both animated and static graphics. These two types of graphics appear to serve different functions in information presentation. Based on experience from Experiment 2, the guidelines were revised. All experiments taken together suggest that, for concepts which involve simple spatial movements, well-designed animations provide no advantage over static graphics that convey equivalent amounts of information. However, animations that are of poor quality can hinder learning. It is recommended that developers follow the guidelines proposed in this paper when developing animated learning materials.