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

Kód výsledku v 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>

Nalezeny alternativní kódy

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

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/GA22-20771S" target="_blank" >GA22-20771S: Internet4Kids – Budování znalostí o internetu: perspektiva teorií konceptuální změny</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

Learning and Instruction

ISSN

0959-4752

e-ISSN

1873-3263

Svazek periodika

87

Číslo periodika v rámci svazku

říjen

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

10

Strana od-do

101803

Kód UT WoS článku

001034131600001

EID výsledku v databázi Scopus

2-s2.0-85163840773