Animation, incidental learning, and continuing motivation.

Abstract

The effects of animated presentations on incidental learning and the degree to which various computer practice activities contain intrinsically motivating characteristics as measured by continuing motivation were studied. A total of 70 4th graders participated in an introductory lesson on Newton's laws of motion. Between-subjects factors consisted of visual presentation (static graphic vs. animated graphic) and practice order (questions/simulation vs. simulation/questions). Within-subjects factors consisted of learning intent (intentional vs. incidental) and test interval (immediate vs. delayed)