Is contextual animation needed in multimedia learning games for children? An eye tracker study

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F21%3A00533029" target="_blank" >RIV/68081740:_____/21:00533029 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11410/21:10437240 RIV/00216208:11320/21:10437240 RIV/00216208:11210/21:10437240
Result on the web
<a href="https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12489" target="_blank" >https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12489</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1111/jcal.12489" target="_blank" >10.1111/jcal.12489</a>

Result language
angličtina
Original language name
Is contextual animation needed in multimedia learning games for children? An eye tracker study
Original language description
The present study investigates affective‐motivational, attention, and learning effects of unexplored emotional design manipulation: Contextual animation (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants (N = 134, Mage = 9.25, Grades 3 and 4) learned either from an experimental version of the MLG with a high amount of contextual animation or from an identical MLG with no contextual animation (control). Children strongly preferred (χ2 = 87.04, p < .001) and found the experimental version more attractive (p < .001, d = −1.11). No significant differences in overall enjoyment and learning outcomes were found. Attention differences, measured by dwell times and fixation durations, were small and reached only borderline significance (p = .035, d = −0.39). The implication is that contextual animation in MLG for children increases such instructional materials' attractiveness without compromising cognitive processes needed for learning, however, it does not lead to their higher instructional efficiency.
Czech name
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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
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OECD FORD branch
50101 - Psychology (including human - machine relations)

Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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