Using computer animated graphics in science instruction with children.

Lloyd P. Rieber

233 citations0/0 files storedJournal of Educational Psychology

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Visual and Cognitive Learning Processes Science Education and Pedagogy Education and Technology Integration

Abstract

The effects of animated presentations and practice were studied in a computer-based science lesson involving fourth- and fifth-grade students. Three levels of visual elaboration (static graphics, animated graphics, and no graphics) were crossed with three levels of practice (behavioral, cognitive, and no practice). Behavioral practice consisted of traditional questioning and cognitive practice consisted of a structured simulation

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References

1986Mental Representations: A Dual Coding Approach 2013Imagery and Verbal Processes 1965Conditions of Learning 1983Reconsidering Research on Learning from Media 1981Toward a Theory of Intrinsically Motivating Instruction*1982Effects of text illustrations: A review of research 1982Unlearning Aristotelian Physics: A Study of Knowledge‐Based Learning*1985Microcomputers in education: Motivational and social issues.

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1998Principles of Educational Multimedia User Interface Design 2002Multimedia design for communication of dynamic information 1993Instructional conditions for using dynamic visual displays: a review 2008Static and animated presentations in learning dynamic mechanical systems 2009Multimedia application with animated cartoons for teaching science in elementary education 2005Molecular and Cellular Biology Animations: Development and Impact on Student Learning

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