The (in)effectiveness of animation in instruction

Authors:
Julie B. Morrison;Barbara Tversky
Affiliations:
Stanford, California;Stanford, California
Venue:
CHI '01 Extended Abstracts on Human Factors in Computing Systems
Year:
2001

Citing 2
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Abstract

Animated graphics have been increasingly adopted to teach complex systems, encouraged by the preconception that realism is effective. Nevertheless, the evidence has been discouraging as to their effectiveness. By the Conceptual Congruence Hypothesis, graphics should be effective in conveying concepts that are literally or metaphorically spatial. By extension, animated graphics should be effective in conveying change in time. This hypothesis was investigated by comparing three interfaces that presented text, text plus static graphics, or text plus animated graphics. Evidence was obtained for the static version of the Conceptual Congruence Hypothesis. Graphics were more effective than text in some cases, especially for participants with low spatial ability, but animation did not further increase effectiveness.