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Is contextual animation needed in multimedia learning games for children? An eye tracker study
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SYSNO ASEP 0533029 Druh ASEP J - Článek v odborném periodiku Zařazení RIV J - Článek v odborném periodiku Poddruh J Článek ve WOS Název Is contextual animation needed in multimedia learning games for children? An eye tracker study Tvůrce(i) Javora, O. (CZ)
Hannemann, T. (CZ)
Volná, K. (CZ)
Děchtěrenko, Filip (PSU-E) RID, ORCID, SAI
Tetourová, T. (CZ)
Stárková, T. (CZ)
Brom, C. (CZ)Zdroj.dok. Journal of Computer Assisted Learning. - : Wiley - ISSN 0266-4909
Roč. 37, č. 2 (2021), s. 305-318Poč.str. 14 s. Forma vydání Tištěná - P Jazyk dok. eng - angličtina Země vyd. US - Spojené státy americké Klíč. slova animation ; children ; emotional design ; eye tracker ; games ; learning Vědní obor RIV AN - Psychologie Obor OECD Psychology (including human - machine relations) Způsob publikování Omezený přístup Institucionální podpora PSU-E - RVO:68081740 UT WOS 000574925900001 EID SCOPUS 85092063559 DOI 10.1111/jcal.12489 Anotace The present study investigates affective‐motivational, attention, and learning effects of unexplored emotional design manipulation: Contextual animation (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants (N = 134, Mage = 9.25, Grades 3 and 4) learned either from an experimental version of the MLG with a high amount of contextual animation or from an identical MLG with no contextual animation (control). Children strongly preferred (χ2 = 87.04, p < .001) and found the experimental version more attractive (p < .001, d = −1.11). No significant differences in overall enjoyment and learning outcomes were found. Attention differences, measured by dwell times and fixation durations, were small and reached only borderline significance (p = .035, d = −0.39). The implication is that contextual animation in MLG for children increases such instructional materials' attractiveness without compromising cognitive processes needed for learning, however, it does not lead to their higher instructional efficiency. Pracoviště Psychologický ústav Kontakt Štěpánka Halamová, Halamova@praha.psu.cas.cz, Tel.: 222 222 096 Rok sběru 2022 Elektronická adresa https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12489
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