Richard Lowe / Wolfgang Schnotz (eds.)

Learning with Animation

Herausgeber: Lowe, Richard; Schnotz, Wolfgang

• Broschiertes Buch

Produktbeschreibung

The use of animations has recently become very common in multimedia teaching and learning. Animations are assumed to increase interest and motivation, to direct attention, to illustrate procedures, and to explain how things work. Recent research shows that the educational effectiveness of animations depends on how their characteristics interact with the psychological functioning of the learner. This is the first comprehensive treatment of learning with educational animation, based on research of internationally recognized experts. The authors clarify and integrate the major themes of current research into learning with animation, exploring requirements for the principled design of learning resources that incorporate animation. Such materials can only be successful if their design reflects principles governing how learners develop understandings when they work with animations. The overarching goal of the book is therefore to improve the way educational animations are designed and used within a variety of learning contexts.

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Produktdetails

• Verlag: Cambridge University Press
• Seitenzahl: 402
• Erscheinungstermin: 12. Oktober 2018
• Englisch
• Abmessung: 229mm x 152mm x 22mm
• Gewicht: 580g
• ISBN-13: 9780521617390
• ISBN-10: 0521617391
• Artikelnr.: 22761487

Autorenporträt

Wolfgang Schnotz is a full Professor of General and Educational Psychology at the University of Koblenz-Landau in Germany where he is the head of the Multimedia Research Group and the head of the Graduate School on Teaching Processes. He was formerly a professor at the Friedrich-Schiller University of Jena in Germany and a lecturer at the University of Vienna in Austria. Dr Schnotz was the chief editor of the International Journal of Learning and Instruction, was a member of the Executive Committee of the European Association for Research on Learning and Instruction, and acted as the chair of the Division of Educational Psychology. He gave keynote addresses at numerous international conferences in the field of educational psychology and research on learning media. He has published extensively in European and international psychology journals. Dr Schnotz is a member of the American Educational Research Association, the American Psychology Association, the European Association for Research on Learning and Instruction, the European Society for Cognitive Psychology, the German Association of Psychology, the Association for Cognitive Science, the International Association of Applied Technology, and the Society for Text and Discourse.
Richard Lowe is Professor of Learning Technologies at Curtin University in Perth, Australia. Following undergraduate studies in chemistry and education, he completed a Ph.D. in educational psychology at Murdoch University. As a result of his work in industry, education, and textbook publication, he developed an interest in factors influencing the effectiveness of explanatory graphics. From an early focus on the comprehension of static graphics, his research has extended in recent years to include investigations of the educational effectiveness of animated and interactive graphics. In addition to his research, he continues to work as a practicing instructional designer for industry and government organizations that rely on complex and dynamic graphic information displays for their operations. He is currently Associate Editor for the international journal Educational Research Review.

Inhaltsangabe

Preface Richard Lowe and Wolfgang Schnotz; Part I. Information Search and
Processing: 1. Effects of knowledge and spatial ability on learning from
animation Mary Hegarty and Sarah Kriz; 2. Research-based principles for
learning with animation Richard Mayer; 3. Learning from animation: where to
look, when to look Richard Lowe; Part II. Individual Differences and
Strategies: 4. Successful and less successful use of dynamic visualizations
in instructional texts Rolf Ploetzner, Daniel Bodemer and Sieglinde
Neudert; 5. Functions of animation in comprehension and learning Wolfgang
Schnotz and Thorsten Rasch; 6. Animations of thought: interactivity in the
teachable agent paradigm Daniel L. Schwartz, Kristen P. Blair, Gautam
Biswas, Krittaya Leelawong and Joan Davis; 7. Making sense of animation:
how do children explore multimedia instruction? Mireille Bétrancourt and
Alain Chassot; 8. Commentary on Parts I and II John R. Kirby; Part III.
Interactivity and Learning: 9. Animated pedagogical agents: how do they
help students construct knowledge from interactive multimedia games? Roxana
Moreno; 10. Young learners' control of technical animations Jean-Michel
Boucheix; 11. Turning the tables: investigating characteristics and
efficacy of student-authored animations and multimedia N. Hari Narayanan
and Theresa Hübscher-Younger; Part IV. Instructional Issues: 12. Enriching
animations Barbara Tversky, Julie Heiser, Rachel Mackenzie, Sandra Lozano
and Julie Morrison; 13. A comparison of how animation has been used to
support formal, informal, and playful learning Yvonne Rogers; 14. A unified
view of learning from animated and static graphics Wolfgang Schnotz and
Richard Lowe; 15. Commentary on Parts III and IV Susan R. Goldman.