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Contextual animation in multimedia learning materials for pre-adolescents: The saga of null results continues

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F23%3A00573692" target="_blank" >RIV/68081740:_____/23:00573692 - isvavai.cz</a>

  • Alternative codes found

    RIV/00216208:11320/23:10466525 RIV/00216208:11210/23:10466525 RIV/00216208:11410/23:10466525

  • Result on the web

    <a href="https://www.sciencedirect.com/science/article/pii/S0959475223000725?via%3Dihub" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0959475223000725?via%3Dihub</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.1016/j.learninstruc.2023.101803" target="_blank" >10.1016/j.learninstruc.2023.101803</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    Contextual animation in multimedia learning materials for pre-adolescents: The saga of null results continues

  • Original language description

    Background: Emotional design approaches tend to be instructionally effective in the case of higher education learners. However, empirical evidence on the effectiveness of emotional design for children is limited. Contextual animation is one way that emotional design can be realized. Contextual animation refers to the non-expository animation of context-providing representational pictures. Aim: This study examines the effects of contextual animation on learning outcomes and situational interest in the case of pre-adolescents. Sample: Participants included 50 children 9–11 year of age recruited from all parts of the Czech Republic. Method: Participants studied exponential growth and public opinion polls from two, 3-min-long, narrated videos, one included contextual animation and the other did not (counterbalanced within-subject design with randomization). Each child participated separately in one online session with a research administrator. Results: Although animated videos triggered interest (d = 0.18, 0.36), null results were found both as regards learning outcomes and maintained situational interest. Conclusions: This study adds to a small body of literature pointing at limited effects of emotional design approaches on pre-adolescents. Additional studies with young audiences and using other forms of emotional design would be a welcome addition to the literature.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50101 - Psychology (including human - machine relations)

Result continuities

  • Project

    <a href="/en/project/GA22-20771S" target="_blank" >GA22-20771S: Internet4Kids – Learning about the internet: a conceptual change perspective</a><br>

  • Continuities

    I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Others

  • Publication year

    2023

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Learning and Instruction

  • ISSN

    0959-4752

  • e-ISSN

    1873-3263

  • Volume of the periodical

    87

  • Issue of the periodical within the volume

    říjen

  • Country of publishing house

    GB - UNITED KINGDOM

  • Number of pages

    10

  • Pages from-to

    101803

  • UT code for WoS article

    001034131600001

  • EID of the result in the Scopus database

    2-s2.0-85163840773