Journal of the American Society for Information Science
International Journal of Human-Computer Studies - Special issue: Interactive graphical communication
Top-down and bottom-up influences on learning from animations
International Journal of Human-Computer Studies
Toward an Affect-Sensitive AutoTutor
IEEE Intelligent Systems
Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge
Computers in Human Behavior
Instructional animations can be superior to statics when learning human motor skills
Computers in Human Behavior
Using video and static pictures to improve learning of procedural contents
Computers in Human Behavior
Making the abstract concrete: Visualizing mathematical solution procedures
Computers in Human Behavior
An empirical evaluation of multi-media based learning of a procedural task
Computers in Human Behavior
A scientific concept animation tool for content implementation in e-learning
Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference
Tracking learners' visual attention during a multimedia presentation in a real classroom
Computers & Education
Effects of image-based and text-based activities on student learning outcomes
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
An eye-tracking study of cueing effects in multimedia learning
Computers in Human Behavior
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The purpose of the study is to investigate the potential benefits of using animation, visual cueing, and their combination in a multimedia environment designed to support learners' acquisition and retention of scientific concepts and processes. Undergraduate participants (N=119) were randomly assigned to one of the four experimental conditions in a 2x2 factorial design with visual presentation format (animated vs. static graphics) and visual cueing (visual cues vs. no cues) as factors. Participants provided with animations retained significantly more concepts than their peers provided with static graphics and those afforded visual cues learned equally well but in significantly less time than their counterparts in uncued conditions. Moreover, taking into consideration both learning outcomes and learning time, cued participants displayed more instructional efficiency than their uncued peers. Implications and future directions are discussed.