Animated Diagrams: An Investigation into the Cognitive Effects of Using Animation to Illustrate Dynamic Processes

Abstract

With increased use of multimedia and computers in education, the use of animation to illustrate dynamics is becoming more commonplace. Previous research suggests that diagrams may reduce cognitive processing as all information is perceptually available, making it more explicit and therefore requiring less inferencing (e.g. Simon and Larkin 1987). Animation, therefore, may be expected to enhance learning, especially when illustrating dynamic processes, as motion is depicted more visually explicitly, thus reducing cognitive processing. However, although animation may increase explicit perceptually available information, it may not automatically improve understanding. Visual explicitness itself does not necessarily guarantee accurate perception of specific information, nor does perception of information guarantee comprehension. Initial studies suggest that certain characteristics of diagrammatic animation have significant effects on cognitive interaction with material and therefore on comprehension. Current computer technology not only enables improved graphical animated illustration, but also provides the facility to physically interact with information on the screen. This in itself may influence the kind of learning that takes place. This paper presents research investigating how different ways of both representing and interacting with animated diagrams influence the kinds of cognitive interactions that may take place.