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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11410/21:10437240 RIV/00216208:11320/21:10437240 RIV/00216208:11210/21:10437240

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

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

1365-2729

Svazek periodika

37

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

14

Strana od-do

305-318

Kód UT WoS článku

000574925900001

EID výsledku v databázi Scopus

2-s2.0-85092063559