Is contextual animation needed in multimedia learning games for children? An eye tracker study

0533029 - PSÚ 2022 RIV US eng J - Journal Article
Javora, O. - Hannemann, T. - Volná, K. - Děchtěrenko, Filip - Tetourová, T. - Stárková, T. - Brom, C.
Is contextual animation needed in multimedia learning games for children? An eye tracker study.
Journal of Computer Assisted Learning. Roč. 37, č. 2 (2021), s. 305-318. ISSN 0266-4909. E-ISSN 1365-2729
Grant - others:AV ČR(CZ) StrategieAV21/14
Program: StrategieAV
Institutional support: RVO:68081740
Keywords : animation * children * emotional design * eye tracker * games * learning
OECD category: Psychology (including human - machine relations)
Impact factor: 3.761, year: 2021
Method of publishing: Limited access
https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12489

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.
Permanent Link: http://hdl.handle.net/11104/0311529