The Effects of Narrated Animation and Still Images with Text in Science Learning
Present day multimedia offers new approaches to science learning. Some scientists discover animation is a better component to combine with a verbal medium (such as text, narration) to help people understand scientific knowledge in multimedia format (e.g. Yang, Andre, & Greenbowe, 2003), compared to a combination of still images and verbal form. Others argue that animation does not perform better than static pictures in learning science (e.g. Mayer et al., 2005). This study investigates a difference between narrated animation (NA) and static pictures with text (SP) in the effect of science learning. It assumes that SP may perform similarly to NA, if the presented information is considerably equivalent and the time duration and procedure between both are strictly controlled. An experiment was conducted to test this assumption: Subjects were randomly assigned to learn how coffee impacts on human beings’ brain and some related knowledge via computer-based NA or computer-based SP. The final results showed that the difference between NA group and SP group was statistically insignificant (p > 0.05). It indicated that there was no statistically significant different effect of NA and SP in science learning, which was in consistent with the hypothesis in this study.
Zhang Lianru, "The Effects of Narrated Animation and Still Images with Text in Science Learning", Master's Thesis for the Media Technology programme, Leiden University (The Netherlands), 2015