Collaborer pour mieux apprendre d'une animation

Studying multimedia animations for learning leads to question their ability to enhance comprehension of complex materials in comparison with static graphics. An often raised difficulty is their changing nature and the burden of higher amounts of information to process at the same time. We suggest using a permanent summary of visual information through snapshots, accessible on the screen. We also studied the impact of static or dynamic presentations, and collaborative (peers) or individual learning conditions. The results of this experimental study show benefits of dynamic presentations for memorization. Deep learning is also better in animated condition but only for peers. Last, snapshots are helping individual learners but not the peers. We discuss and explain these results on the basis of guidelines and a splitinteraction hypothesis.