When can animation improve learning? Some implications for human computer interaction and learning

For decades, research comparing the effectiveness of text and static illustrations with animation and narration to enhance learning has been inconclusive (Tversky et al., 2002). We argue that the failure to ascertain the benefits of animation in learning may relate to the way it is constructed, perceived, and conceptualized. Based on cognitive science and human learning theories, this paper proposes a format-support hypothesis of learning with various presentation formats. To validate this hypothesis, we implemented a special form of animation, direct-manipulation animation. An empirical study was conducted to evaluate the efficacy of static visuals and dynamic animation on comprehension and transfer. Results corroborated our hypothesis; the directmanipulation animation group significantly outperformed the system-controlled animation group on written recall and system drawing. The static-visual group outperformed its counterparts on system drawing. From these findings, we recommend some design principles of computer-based animation to enhance HCI and foster effective learning.