Anthropomorphisms in multimedia learning: Attract attention but do not enhance learning?

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F19%3A10400643" target="_blank" >RIV/00216208:11320/19:10400643 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11210/19:10400643
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=s3nhNr8Z-1" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=s3nhNr8Z-1</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1111/jcal.12359" target="_blank" >10.1111/jcal.12359</a>

Result language
angličtina
Original language name
Anthropomorphisms in multimedia learning: Attract attention but do not enhance learning?
Original language description
Anthropomorphizing graphical elements in multimedia learning materials improves learning outcomes. The reasons for enhanced learning are unclear. We extended a seminal anthropomorphism study in order to examine whether the effect of anthropomorphisms on learning outcomes, both immediate and delayed, is caused by the anthropomorphized elements' effects on attention distribution or by elevated positive affective-motivational states. The study had a partial 3 x 2 design (the materials' graphics: schematic vs. black-and-white anthropomorphisms vs. colourful anthropomorphisms x eye tracker: present vs. absent). The participants were university students (N = 181). Unexpectedly, we found no significant effect of anthropomorphisms on learning outcomes. Anthropomorphisms significantly affected attention distribution during initial fixations but not overall. Modest effect on enjoyment was found, but no such effect was detected as concerns flow and generalized positive affect. We also found that the eye tracker's mere presence had slight adverse effects on learners, but these effects did not compromise learning.
Czech name
—
Czech description
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Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project
<a href="/en/project/GA15-14715S" target="_blank" >GA15-14715S: Linking Higher State Engagement to Acquisition of Better Mental Models</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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