Abstract
The effects of visual grouping strategies involving animated and static graphic presentations on selective attention were studied. Also studied was the ability of students to learn a scientific rule presented incidentally in an animated sequence. A total of 39 fourth-graders participated in an introductory lesson on Newton's laws of motion. Two levels of Visual Presentation (Static Graphic, Animated Graphic) were crossed with two levels of Visual Grouping (Grouped, Ungrouped). A within-subjects factor consisted of two levels of Learning Intent (Intentional, Incidental).
Results showed that students given animated presentations of lesson content outperformed students receiving static presentations, but only when the animated lesson frames were presented in groups, or “chunks,” of textual and visual sequences. Results also showed that students were able to successfully extract information pertaining to an application of Newton's second law incidentally presented in animated sequences. These latter results replicate earlier findings.
Similar content being viewed by others
References
Alesandrini, K. (1984). Pictures and adult learning.Instructional Science, 13, 63–77.
Anderson, J. R. (1980).Cognitive psychology and its implications. San Francisco: W. H. Freeman.
Branson, R., & Grow, G. (1987). Instructional systems development. In R. Gagné (Ed.),Instructional technology: Foundations (pp. 397–428). Hillsdale, NJ: Lawrence Erlbaum.
Broadbent, D. E. (1971).Decision and stress. New York: Academic Press.
Caraballo, A. (1985).An experimental study to investigate the effects of computer animation on the understanding and retention of selected levels of learning outcomes. Unpublished doctoral dissertation, The Pennsylvania State University.
Dodd, D. H., & White, R. M. (1980).Cognition, mental structures and processes. Boston: Allyn and Bacon.
Dwyer, F. (1978).Strategies for improving visual learning. State College, PA: Learning Services.
Gagné, E. (1985).The cognitive psychology of school learning. Boston: Little, Brown.
Gagné, R. (1985).The conditions of learning and theory of instruction (4th ed.). New York: Holt, Rinehart, and Winston.
Good, T. L., & Brophy, J. E. (1990).Educational psychology: A realistic approach (4th ed.). White Plains, NY: Longman.
King, W. (1975).A comparison of three combinations of text and graphics for concept learning (Report No. NPRDC-TR-76-16). San Diego: Navy Personnel Research and Development Center. (ERIC Document Reproduction Service No. ED 112 936)
Klauer, K. (1984). Intentional and incidental learning with instructional texts: A meta-analysis for 1970–1980.American Educational Research Journal, 21, 323–339.
Kobayashi, S. (1986). Theoretical issues concerning superiority of pictures over words and sentences in memory.Perceptual and Motor Skills, 63, 783–792.
Levie, W., & Lentz, R. (1982). Effects of text illustrations: A review of research.Educational Communications and Technology Journal, 30(4), 195–232.
Levin, J., Anglin, G., & Carney, R. (1987). On empirically validating functions of pictures in prose. In D. Willows & H. Houghton (Eds.),The psychology of illustration. Volume 2: Instructional issues (pp. 51–85). New York: Springer-Verlag.
Levin, J., & Lesgold, A. (1978). On pictures in prose.Educational Communications and Technology Journal, 26(3), 233–243.
Norman, D. A., & Bobrow, D. G. (1975). On data-limited and resource-limited processes.Cognitive Psychology, 7, 44–64.
Paivio, A. (1986).Mental representations: A dual coding approach. New York: Oxford University Press.
Reed, S. (1985). Effect of computer graphics on improving estimates to algebra word problems.Journal of Educational Psychology, 77(3), 285–298.
Rieber, L. (1989). The effects of computer animated elaboration strategies and practice on factual and application learning in an elementary science lesson.Journal of Educational Computing Research, 5(4), 431–444.
Rieber, L. (1990a). Animation in computer-based instruction.Educational Technology Research & Development, 38(1), 77–86.
Rieber, L. (1990b). Using computer animated graphics in science instruction with children.Journal of Educational Psychology, 82, 135–140.
Rieber, L. (1991). Animation, incidental learning, and continuing motivation.Journal of Educational Psychology, 83, 318–328.
Rieber, L., & Kini, A. (1991). Theoretical foundations of instructional applications of computer-generated animated visuals.Journal of Computer-Based Instruction, 18, 83–88.
Rigney, J. & Lutz [Alesandrini], K. (1975).The effects of interactive graphic analogies on recall of concepts in chemistry (Technical Report No. 75). Washington, DC: Office of Naval Research. (ERIC Document Service No. ED 109 639)
Sagaria, S., & Di Vesta, F. (1978). Learner expectations induced by adjunct questions and the retrieval of intentional and incidental information.Journal of Educational Psychology, 70, 280–288.
White, B. (1984). Designing computer games to help physics students understand Newton's laws of motion.Cognition and Instruction, 1, 69–108.
Winer, B. J. (1971).Statistical principles in experimental design (2nd ed.). New York: McGraw-Hill.
Woolfolk, A. (1987).Educational psychology (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Rieber, L.P. Effects of visual grouping strategies of computer-animated presentations on selective attention in science. ETR&D 39, 5–15 (1991). https://doi.org/10.1007/BF02296567
Issue Date:
DOI: https://doi.org/10.1007/BF02296567