Making instructional animations more effective: a cognitive load approach

TLDR

This themed issue comprises seven empirical studies on instructional animations, originating from three symposia presented at the 2006 AERA meeting. The authors investigate conditions that make instructional animations effective and distill common principles for design and research. Cognitive load theory is used to explain the limited learning gains from animated instructions and to review how the papers address key cognitive load factors. The issue concludes by highlighting shared principles and recommendations for designing and researching instructional animations. © 2007 John Wiley & Sons, Ltd.

Abstract

Abstract This themed issue consists of seven empirical papers, as well as an introduction and discussion, and has its genesis in three symposia, organised by the authors of this article and presented at the 2006 Annual Meeting of the American Educational Research Association (AERA) in San Francisco, California. The papers investigate a number of conditions under which instructional animations may be effective. This article uses cognitive load theory (CLT) to provide an explanation for why animated instructions have not currently produced the learning benefits expected. A brief overview of the papers with a focus on how they accommodate critical aspects of cognitive load is given. The issue finishes with a discussion on each paper and identifies some common principles and recommendations for instructional design and research into animations. Copyright © 2007 John Wiley & Sons, Ltd.