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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11210/19:10400643

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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&apos; effects on attention distribution or by elevated positive affective-motivational states. The study had a partial 3 x 2 design (the materials&apos; 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&apos;s mere presence had slight adverse effects on learners, but these effects did not compromise learning.

Název v anglickém jazyce

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

Popis výsledku anglicky

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&apos; effects on attention distribution or by elevated positive affective-motivational states. The study had a partial 3 x 2 design (the materials&apos; 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&apos;s mere presence had slight adverse effects on learners, but these effects did not compromise learning.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA15-14715S" target="_blank" >GA15-14715S: Efektivní osvojování si mentálních modelů a stav vysokého zaujetí studenta - hledání souvislostí</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název periodika

Journal of Computer Assisted Learning

ISSN

0266-4909

e-ISSN

—

Svazek periodika

35

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

14

Strana od-do

555-568

Kód UT WoS článku

000474303600008

EID výsledku v databázi Scopus

2-s2.0-85065478024