UNLV Theses, Dissertations, Professional Papers, and Capstones

12-2010

Learning with animation and the illusion of understanding

Eugene Sam Paik

University of Nevada, Las Vegas

Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations

Part of the Educational Assessment, Evaluation, and Research Commons, and the Educational Psychology Commons

Repository Citation

Paik, Eugene Sam, 'Learning with animation and the illusion of understanding' (2010). UNLV Theses, Dissertations, Professional Papers, and Capstones. 678. https://digitalscholarship.unlv.edu/thesesdissertations/678

This Dissertation is brought to you for free and open access by Digital Scholarship@UNLV. It has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact digitalscholarship@unlv.edu.

LEARNING WITH ANIMATION AND

THE ILLUSION OF UNDERSTANDING

Eugene Sam Paik

Bachelor of Science

University of California, Los Angeles

1986

Master of Science

University of California, Los Angeles

1988

A dissertation submitted in partial fulfillment of the requirements for the

Doctor of Philosophy in Learning amp; Technology

Department of Educational Psychology

College of Education

Graduate College

University of Nevada, Las Vegas

December 2010

THE GRADUATE COLLEGE

We recommend the dissertation prepared under our supervision by

Eugene Sam Paik

entitled

Learning with Animation and the Illusion of Understanding

be accepted in partial fulfillment of the requirements for the degree of

Doctor of Philosophy in Learning amp; Technology

Department of Educational Psychology

Randall Boone, Committee Chair

Gregory Schraw, Committee Member

Kendall Hartley, Committee Member

William Speer, Graduate Faculty Representative

Ronald Smith, Ph. D., Vice President for Research and Graduate Studies and Dean of the Graduate College

December 2010

ABSTRACT

Learning With Animation And The Illusion of Understanding

Eugene Sam Paik

Dr. Randall Boone, Examination Committee Chair

Professor of Curriculum and Instruction

A controlled experiment was conducted on the effects of two types of animation - motion and highlighting - on learning. The treatment consisted of a 3.5 minute multimedia presentation that described the workings of a flushing toilet tank. A 2x2 factorial design ({motion, no-motion} x {highlight, no-highlight}) was employed with two dependent measures of learning (retention and transfer). Participants consisted of 65 undergraduates. Highlighting animation had a positive effect on both retention and transfer while motion animation had a negative effect on transfer. No significant interaction was detected between motion and highlighting.

In addition, the experiment tested the illusion of understanding hypothesis as a causal mechanism for the negative influence of motion animation on learning based on three predictions: With motion animation, learners (a) find instructional content less difficult, ( b) generate more optimistic self-assessment of learning, and (c) are less able to perform mental visualization of the content. The results of the experiment were consistent with all three predictions. Furthermore, motion animation learners generated less accurate selfassessment than static image learners.

This experiment controlled for confounds found in prior animation effect studies: navigational control, content segmentation, narration modality, and delivery media. The experiment also implemented a double-blind design.

ACKNOWLEDGEMENTS

Simply, this work would not have been possible without the infinite patience and support of my wife, Elora. Some believe tha

剩余内容已隐藏，支付完成后下载完整资料

UNLV 论文、论文、专业论文和 Capstones

12-2010

动画学习与理解错觉

尤金. 萨姆准

内华达大学拉斯维加斯分校

对两种动画运动和突出的学习效果进行了对照实验。这项治疗包括3.5 分钟的多媒体演示, 描述了冲洗马桶水箱的工作原理。2x2 阶乘设计 ({运动、无运动} x {突出显示、无高亮}) 采用了两种相关的学习方法 (保留和转移)。参加者包括65名本科生。动画的突出显示对保留和传输都有积极的影响, 而动画对传输有负面影响。在运动和突出显示之间没有发现显著的交互作用。

此外, 实验测试了理解假说的错觉作为运动动画对学习的负面影响的因果机制基于三预测: 与运动动画, 学习者 (a) 发现教学内容较少困难, (b) 产生更乐观的学习自我评估, (c) 无法对内容进行心理可视化。实验结果与所有三项预测一致。此外, 动画学习者产生的 selfassessment 比静态图像学习者更不准确。

本实验控制了在以前的动画效果研究中发现的混淆: 导航控制、内容分割、叙事方式和传递媒体。实验还实现了双盲设计。

确认

简单地说, 如果没有我的妻子命名为 elora 的无限耐心和支持, 这项工作是不可能的。有人认为, 最终, 这是我们的性格, 而不是权力, 名声, 或任何成就, 将留下一个持久的标志的时间画布。如果是这样, 那么你离开的痕迹甚至会给天堂的主人留下深刻印象。谢谢你, 命名为 elora

我踏上这段旅程 , 是因为当你 , 我的儿子 , 还在妈的肚子里 , 我想到了我会喜欢的那种爸爸。我想要一个真正热爱他生活的父亲, 即使他拥有世界上所有的钱, 他也会这样做。经过八年的努力, 我一点也不确定我已经完成了这个目标。尽管如此, 我希望你, 尤金, 将有手段和意愿, 以寻找它在你的生活。