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Reducing the transience effect of animations does not (always) lead to better performance in children learning a complex hand procedure

机译:减少动画的瞬态效果不会(总是)使学习复杂手部操作的儿童获得更好的性能

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摘要

When large amounts of information are presented in long-section animations, or videos, depicting hand procedures, a transient information effect has often been shown to potentially weaken the superiority of dynamic visualizations over static graphics and to increase cognitive load. In the present paper, 103 ten-year -old children learnt to tie complex nautical knots from either a video of hand movements or from a static graphics presentation. Experiment 1 extended previous studies in the field using a conventional sequential presentation of the knots, under four conditions (long-section animation, short-section animation, long-section static graphics and short-section static graphics), but in a more "ecological" learning task than the majority of previous studies, involving a combination of observation and practice. In Experiment 2, with the same task and the same conditions, transience was reduced using animated simultaneous presentations. Results showed that long-section animation did not always lose its superiority over static graphics in this type of learning task. In addition to the transient information effect of the cognitive load theory, complementary explanations in terms of inhibition processes, attentional continuity and task affordance are suggested. (C) 2016 Elsevier Ltd. All rights reserved.
机译:当以长段动画或视频(描述手部程序)呈现大量信息时,通常已显示出短暂的信息效果可能削弱动态可视化相对于静态图形的优势并增加认知负荷。在本文中,有103个10岁的孩子从手部动作视频或静态图形演示中学会了打结复杂的航海节。实验1在四个条件下(长段动画,短段动画,长段静态图形和短段静态图形)使用常规的连续结方式扩展了该领域的先前研究,但更为“生态”学习任务比以往的大多数研究都要多,涉及观察与实践相结合。在实验2中,在相同的任务和相同的条件下,使用动画同时演示减少了瞬变。结果表明,在这种类型的学习任务中,长片段动画并不总是会比静态图形失去优势。除了认知负荷理论的瞬时信息作用外,还提出了关于抑制过程,注意力连续性和任务负担能力的补充解释。 (C)2016 Elsevier Ltd.保留所有权利。

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