Does animation enhance learning? A meta analysis
Abstract This meta analysis investigated whether animation is beneficial overall for learning compared to static graphics, while also identifying moderator factors affecting the global effect. A systematic search was conducted for experimental studies comparing the impact of animated vs. static graphics displays in the context of knowledge acquisition. A total of 50 papers were considered, and consecutively 61 primary studies (N 7036) yielding 140 pair wise comparisons of animated vs. static graphic visualizations in multimedia instructional material were analyzed using a random effects model. An overall positive effect of animation over static graphics was found, with a Hedges's g effect size of 0.226 (95% confidence interval 0.12 0.33) Additional moderator analyses indicated substantial effect sizes when the animation was system paced (g 0.309) when it was coupled with auditory commentary (g 0.336) or when the instruction did not include any accompanying text (g 0.883)
Comput. Educ.