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    Simultaneously presented animations facilitate the learning of higher-order relationships

    Access Status
    Fulltext not available
    Authors
    Ploetzner, R.
    Lowe, Ric
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Ploetzner, Rolf and Lowe, Richard. 2014. Simultaneously presented animations facilitate the learning of higher-order relationships. Computers in Human Behavior. 34: pp. 12-22.
    Source Title
    Computers in Human Behavior
    DOI
    10.1016/j.chb.2014.01.039
    ISSN
    0747-5632
    URI
    http://hdl.handle.net/20.500.11937/12145
    Collection
    • Curtin Research Publications
    Abstract

    In an experimental study, we investigated how the simultaneous and sequential presentation of animation episodes affects learners’ perceptual interrogation of the animation as well as their acquisition of higher-order relationships. Of the 60 students who participated in the study, 30 studied the animation episodes presented simultaneously and 30 studied the same episodes presented sequentially. The eye movements of eight participants from each group were recorded while they studied the animation episodes. The simultaneous presentation resulted in significantly more visual transitions between the episodes than the sequential presentation. Further, in case of the simultaneous presentation significantly more bi-directional visual transitions occurred than in case of the sequential presentation. Learning of higher-order relationships was significantly more successful from simultaneously presented episodes than from sequentially presented episodes.

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