Year: 2024
Type: article
Abstract: This study investigates the impact of different animation styles on learning outcomes in physics, with a focus on explanations of the seasons. Using a combination of pre-post performance tests and eye tracking, we compared animations featuring a presenter with pure animations without a person in the frame. The sample consisted of students from a seminar for prospective physics teachers ( N = 32, mean age = 23.9, SD = 5.7). The results indicate that while both formats achieved high learning success, the pure animation significantly outperformed the presenter-inclusive format in terms of effect size and in attracting gaze to the key areas of interest (AOIs) essential for understanding the physics of seasons. Intriguingly, specific hand gestures in the animation with a presenter were shown to reverse this effect, substantially increasing gaze attention on relevant AOIs. These findings suggest that specific animation elements can enhance educational efficacy in physics. This understanding has the potential to improve educational animations in media but also traditional teaching in school or university.
Institution: University of Cologne
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,390
Funder: Universität zu Köln
OpenAlex ID: W4403464011