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
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Czech description
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Classification
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)
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