Instructional animations can be superior to statics when learning human motor skills

  • Authors:

  • Anna Wong;Nadine Marcus;Paul Ayres;Lee Smith;Graham A. Cooper;Fred Paas;John Sweller

  • Affiliations:

  • School of Computer Science and Engineering, University of New South Wales, Sydney, NSW 2052, Australia;School of Computer Science and Engineering, University of New South Wales, Sydney, NSW 2052, Australia;School of Education, University of New South Wales, Australia;School of Multimedia and Information Technology, Southern Cross University, Australia;School of Multimedia and Information Technology, Southern Cross University, Australia;Educational Technology Expertise Center, Open University of the Netherlands, The Netherlands and Institute of Psychology, Erasmus University Rotterdam, The Netherlands;School of Education, University of New South Wales, Australia

  • Venue:
  • Computers in Human Behavior
  • Year:
  • 2009

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Abstract

Based on the assumption of a working memory processor devoted to human movement, cognitive load theory is used to explore some conditions under which animated instructions are hypothesised to be more effective for learning than equivalent static graphics. Using paper-folding tasks dealing with human movement, results from three experiments confirmed our hypothesis, indicating a superiority of animation over static graphics. These results are discussed in terms of a working memory processor that may be facilitated by our mirror-neuron system and may explain why animated instructional animations are superior to static graphics for cognitively based tasks that involve human movement.