Animation, incidental learning, and continuing motivation.

Lloyd P. Rieber

289 citations0/0 files storedJournal of Educational Psychology

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Visual and Cognitive Learning Processes Online and Blended Learning Innovative Teaching and Learning Methods

Abstract

The effects of animated presentations on incidental learning and the degree to which various computer practice activities contain intrinsically motivating characteristics as measured by continuing motivation were studied. A total of 70 4th graders participated in an introductory lesson on Newton's laws of motion. Between-subjects factors consisted of visual presentation (static graphic vs. animated graphic) and practice order (questions/simulation vs. simulation/questions). Within-subjects factors consisted of learning intent (intentional vs. incidental) and test interval (immediate vs. delayed)

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References

1962Statistical principles in experimental design.1981Categorization and Representation of Physics Problems by Experts and Novices*1986Mental Representations: A Dual Coding Approach 1954Social learning and clinical psychology.1979A theory of motivation for some classroom experiences.1973Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis.1981Toward a Theory of Intrinsically Motivating Instruction*1983Instructional Design Theories and Models

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2004Multiple forms of dynamic representation 2003Making authentic science accessible to students 2011Socio-psychological barriers to peace making: An empirical examination within the Israeli Jewish Society 1992Computer-based microworlds: A bridge between constructivism and direct instruction 1993Instructional conditions for using dynamic visual displays: a review 2008Static and animated presentations in learning dynamic mechanical systems

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