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ANIMATIONEFFECTSONSTUDENTLEARNING: THEIMPACTOFANIMATEDGRAPHICSONSTUDENTRECALL By JUWONPARK ADISSERTATIONPRSENTEDTOTHEGRADUATESCHOOL OFTHEUNIVERSITYOFFLORIDAINPARTIALFULFILMENT OFTHEREQUIREMENTSFORTHEDEGREEOF DOCTOROFPHILOSOPHY UNIVERSITYOFFLORIDA 2006 Copyright2006 by JuwonPark ACKNOWLEDGEMENTS Isincerelyexpressmyappreciationtothemembersofmysupervisorycommittee fortheirtimeandinput.IwouldliketothankDr.JeffHurtforhistremendouseffortsof laboriousreviewingonmywritingsandcontinuousencouragementandforgivingmethe explorationoftheworldofeducationaltechnologysinceIstartedadoctoralprogram withhim.IwouldliketothankDr.MaryKantowskiforjoiningmysupervisory committeedespiteherretirementandforheracademicadvicethatcomesfromtheyears ofexperiencesinacademicservices.IwouldliketothankDr.RosePringleforher academicadviceandpersonalencouragementandforleadingmetothinkabout somethingbeyondwhatwasalreadystandardizedinacademia.Also,Iwouldliketo thankDr.RickyTelgbecausehehasprovidedmewithgentlewisdom,sharedwithhis academicexperiences,andadvisedmynearfutureplan,whichenabledmetoconsider variousways.Personally,IthinkthatIcouldnothavecompletedmydissertationwithout thecommitteemembers.Theirhardworkwillconsiderablyshapemyprofessional endeavorsandaspirations.Especially,Iwishtothankmywife,YoonjaeSung,forher kindheartednessandpricelesssupport,myparentsfortheirmentalandfinancialbackups, myparents-in-lawfortheirencouragementandthoughtfulness,mysisterforgreat amountofprayers,andmyGodforguidancethroughoutmylifesinceIwasborn.Lastly, Iwishtoexpresshowadorablemyson,EthanPark,is.Withoutmyfamilyandthepeople whomIamindebtedto,mylifewouldbemeaningless. iii TABLEOFCONTENTS page ACKNOWLEDGMENTS in LISTOFTABLES vi ABSTRACT vii CHAPTER 1 INTRODUCTION 1 StatementofTheProblem 4 SignificanceofTheStudy 6 Hypotheses 6 Assumptions 7 Delimitations 7 Definitions 7 2 REVIEWOFLITERATURE 9 Images 9 StillImages 9 MovingImages 10 InterpretationofImages 13 CognitiveLoadTheory 15 IntroductiontoCognitiveLoadTheory 15 CognitiveOverloading 17 Split-Attention 19 Contiguity 19 3 METHODOLOGY 25 Participants 25 APilotStudyandAMainExperiment 27 ExperimentalProcedure 28 ExperimentMaterials 29 StatisticalAnalysisDesign 32 AnalysisofVariance 32 ResearchHypotheses 33 EthicalAssurance 35 iv 4 RESULTS 36 PilotStudy 36 Treatment 36 DescriptiveStatisticsofTheSample 37 RecallANOVA 37 ReliabilityTesting 38 Summary 39 MainExperiment 39 Treatment 39 DescriptiveStatisticsofTheSample 40 RecallIndependentT-Test 40 RecallANOVA 41 HypothesesTesting 42 Hypothesis1 42 Hypothesis2 43 Hypothesis3 43 Hypothesis4 44 Summary 44 5 CONCLUSIONSANDRECOMMENDATIONS 45 Findings 46 Discussion 47 RecommendationsforFutureStudies 53 APPENDIX A CONTENTOFPRETEST 56 B CONTENTOFPOSTTEST 58 C CONTENTOFMULTIMEDIAPRESENTATION 60 D THENUMBERSFORTHEQUESTIONSOFTHEPRETESTANDTHE POSTTEST 64 E MULTIPLECOMPARISONSOFANOVAPOSTHOCTESTWITHTUKEYHSD ANDFISHER'SLSD 65 F PPMCORRELATIONBETWEENPRETESTANDRECALLBYGROUP COMPARISONS 66 REFERENCES 67 BIOGRAPHICALSKETCH 75 LISTOFTABLES page Table 3-1DescriptionsoftheSampleinthePilotStudy 26 3-2DescriptionsoftheSampleintheMainExperiment 26 3-3Pretest-PosttestControl-GroupDesignforthePilotStudy 28 3-4.Pretest-PosttestControl-GroupDesignfortheExperiment 28 3-5.TypesofTreatments 31 3-6.ASampleofContiguousDisplayintheTreatmentGroupB 32 4-1.DescriptiveStatisticsoftheSampleinthePilotStudy 37 4-2.AnalysisofVarianceinthePilotStudy 38 4-3.ReliabilityAnalysis-(ScaleAlpha) 38 4-4.DescriptiveStatisticsoftheSamplebyGroup 40 4-5.DescriptiveStatisticsoftheSample 41 4-6.IndependentT-Test 41 4-7.AnalysisofVarianceintheMainExperiment 42 4-8.MultipleComparisonsbyANOVAPostHocTest 42 vi AbstractofDissertationPresentedtotheGraduateSchool oftheUniversityofFloridainPartialFulfillmentofthe RequirementsfortheDegreeofDoctorofPhilosophy ANIMATIONEFFECTSONSTUDENTLEARNING: THEIMPACTOFANIMATEDGRAPHICSONSTUDENTRECALL By JuwonPark May2006 Chair:JeffHurt MajorDepartment:TeachingandLearning Thisstudyinvestigatedtheeffectivenessofsimultaneouslyandcontiguously presentedanimatedgraphicsoncollegestudentrecallofinformationcontainedina multimediainstructionalpresentation.Theinvestigatorusedquantitativemethodsto analyzeparticipants'responsesintheexperiment.Inthisstudy,statisticalanalysis methodsoftheindependentt-testandtheanalysisofvariancewereusedtoassessthe researchquestions. Themainexperimentconsistedofapretest,aPowerPointpresentation,anda posttest.Thisexperimentutilizedsixty-threeparticipantsinthreegroups.Thecontrol groupviewedthepresentationwithouttheexperimentaltreatments.Thesimultaneous groupwasprovidedwithanimatedgraphicspresentedsimultaneouslywiththetext,and thecontiguousgroupwasprovidedwithanimatedgraphicspresentedcontiguouslywith thetext. vii Thisstudysuggeststhatuseofanimationinanelectronicpresentationmayhelp studentsrecallbettertheinformationcontainedinthepresentation.Inaddition,a continuousdisplayofanimatedgraphicsmayimprovestudentrecall,comparedtono displayofanimatedgraphics.However,asimultaneousdisplayofanimatedgraphicsmay notpositivelyaffectstudentrecall,comparedtonodisplayofanimatedgraphics,even thoughitcontainsanimation. viii CHAPTER 1 INTRODUCTION Visualinstructionhasbecomeoneofthepreferredinstructionalmethodsin schoolsettings,asvisualpresentationshavemadeanimpactonoursociety(Chen,1993). Variousvisualmaterialsforinstructingandlearning,includingpictures,videos,andCD- ROMs,areusedtoaugmentotherinstructionaltechniquesanddevicesatalllevelsof education.Moreover,whenvisualsareincorporatedintoelectronicpresentations,they maygenerateincreasedlevelsofinteresttolearn(Hill&Hannafin,2001).Basedupon theincreasinguseofvisuallyintegratedinstructionalmaterials,itiscrucialforinstructors tounderstandtheimpactofvisualimagesonlearning. Priortoinstruction,aninstructorshoulddeterminewhichkindofmaterialsand whichtypeofpresentationmediawouldbemostappropriatefordeliveringinstructional contenttostudents(Oliver&McLoughlin,2001;Turner,1988).Typically,when utilizingelectronicmedia,instructorshaveavarietyfromwhichtochoose,suchasweb sites,computersoftwareprograms,instructionalvideosandmultimediapresentations (Hartley,2001). Multimediais"acomputer-basedproductthatenhancesthecommunicationof informationbycombiningtwoormoreofthefollowingelements:text,graphicart,sound, animation,videoorinteractivity"(Ellis,2001,p.110).Theincreasinguseofmultimedia softwarebybothinstructorsandstudentshasresultedfromthecapabilityofthetoolto presenttextual,visualandauditoryinformation(Alkazemi,2003).Currently,multimedia 1 presentations,suchasMicrosoftPowerPointpresentations,arecommonlyusedatschools (Jonassen,1996),andsuchpresentationsmayappealtoavarietyofsenses. Anelectronicmultimediapresentationcanprojecttextualandvisualinformation onascreen,enablingpresenterstoutilizevariousvisualssuchasgraphics,stillpictures andmovingpicturesforthepurposeofinstruction(Downing&Garmon,2001;Sloane, 2000;Toupin,1999).Forthisreason,anelectronicpresentationtoolmaybeusefulin instructioniftheuseofthesevisualshasapositiveimpactonstudents'learning(Holzl, 1997;Shaw,2003). Graphicscanbedefinedasvisuals,suchasarrows,thatdecorate,explainorpoint outsomething.Picturesareimagesofobjects,persons,orscenesproducedby photography.Animationisthemovementofvisualimagesthataredisplayedon electronicmedia.Bothgraphicsandpicturescanbeanimatedbycomputermanipulation, andanimationtypicallyreferstomovinggraphicsandmovingpictures(Klecker,Hunt, Hunt&Lackner,2003;OliverandMcLoughlin,2001;Turner,1988). Anumberofstudieshaveexaminedtheeffectivenessofvisualsusedin accomplishingvariousinstructionaltasks.Researchers(Levin&Berry,1980)found positiveresultsincomprehensioninanexperimentthatutilizedstillandmovingpictures andseveralpassagestakenfromanewspaper.Intheirstudy,participatingstudentswho readaseriesofnewspaperstoriesaccompaniedbypictorialinformationperformedbetter onacomprehensiontaskthandidstudentswhomerelyreadstorieswithoutthepictures, implyingthatpicturesserveassupplementalinformationtotextualinformationand enhancestudents'cognitiveactivitiessuchasmemoryrecallandcomprehension.

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2006·3 MB·English
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