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Learning with Animation
Research Implications for Design

$111.00 (C)

Richard Lowe, Wolfgang Schnotz, Mary Hegarty, Sarah Kriz, Richard E. Mayer, Rolf Ploetzner, Daniel Bodemer, Sieglinde Neudert, Thorsten Rasch, Daniel L. Schwartz, Kristen P. Blair, Gautam Biswas, Krittaya Leelawong, Joan Davis, Mireille Bétrancourt, Alain Chassot, John R. Kirby, Roxana Moreno, Jean-Michel Boucheix, N. Hari Narayanan, Theresa Hübscher-Younger, Barbara Tversky, Julie Heiser, Rachel Mackenzie, Sandra Lozano, Julie Morrison, Yvonne Rogers, Susan R. Goldman
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  • Date Published: November 2007
  • availability: In stock
  • format: Hardback
  • isbn: 9780521851893

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About the Authors
  • The use of animations has recently become common in multimedia teaching and learning. Animations are assumed to increase interest and motivation, direct attention, illustrate procedures, and explain how things work. Recent research shows that animations are not inherently effective. Their educational effectiveness depends on how the characteristics of animations interact with the psychological functioning of the learner. Clarifying and integrating the major themes of current research, this book explores 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 with animations, and the goal of this book is to improve the way educational animations are designed and used within a variety of learning contexts.

    • The only comprehensive, theory-based text on this topic
    • Based on recent research of internationally acknowledged experts in the field
    • Will appeal to both academic researchers as well as instructors, designers and developers in the field of education
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    Product details

    • Date Published: November 2007
    • format: Hardback
    • isbn: 9780521851893
    • length: 402 pages
    • dimensions: 229 x 152 x 27 mm
    • weight: 0.76kg
    • contains: 21 tables
    • availability: In stock
  • Table of Contents

    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.

  • Editors

    Richard Lowe, Curtin University of Technology, Perth
    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.

    Wolfgang Schnotz, University of Koblenz-Landau, Germany
    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.

    Contributors

    Richard Lowe, Wolfgang Schnotz, Mary Hegarty, Sarah Kriz, Richard E. Mayer, Rolf Ploetzner, Daniel Bodemer, Sieglinde Neudert, Thorsten Rasch, Daniel L. Schwartz, Kristen P. Blair, Gautam Biswas, Krittaya Leelawong, Joan Davis, Mireille Bétrancourt, Alain Chassot, John R. Kirby, Roxana Moreno, Jean-Michel Boucheix, N. Hari Narayanan, Theresa Hübscher-Younger, Barbara Tversky, Julie Heiser, Rachel Mackenzie, Sandra Lozano, Julie Morrison, Yvonne Rogers, Susan R. Goldman

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