Making instructional animations more effective: a cognitive load approach
Article first published online: 22 AUG 2007
Copyright © 2007 John Wiley & Sons, Ltd.
Applied Cognitive Psychology
Special Issue: Themed Issue: A Cognitive Load Approach to the Learning Effectiveness of Instructional Animation
Volume 21, Issue 6, pages 695–700, September 2007
How to Cite
Ayres, P. and Paas, F. (2007), Making instructional animations more effective: a cognitive load approach. Appl. Cognit. Psychol., 21: 695–700. doi: 10.1002/acp.1343
- Issue published online: 22 AUG 2007
- Article first published online: 22 AUG 2007
This themed issue consists of seven empirical papers, as well as an introduction and discussion, and has its genesis in three symposia, organised by the authors of this article and presented at the 2006 Annual Meeting of the American Educational Research Association (AERA) in San Francisco, California. The papers investigate a number of conditions under which instructional animations may be effective. This article uses cognitive load theory (CLT) to provide an explanation for why animated instructions have not currently produced the learning benefits expected. A brief overview of the papers with a focus on how they accommodate critical aspects of cognitive load is given. The issue finishes with a discussion on each paper and identifies some common principles and recommendations for instructional design and research into animations. Copyright © 2007 John Wiley & Sons, Ltd.