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When static media promote active learning: annotated illustrations versus narrated animations in multimedia
Richard E Mayer1, Mary Hegarty, Sarah Mayer
1Department of Psychology, University of California, Santa Barbara, CA 93106, USA. mayer@psych.ucsb.edu
Journal of Experimental Psychology. Applied
|January 6, 2006
Summary
Static diagrams with text on paper outperform narrated animations on computers for learning complex processes. This finding supports the static media hypothesis for improved learning and retention.
Area of Science:
- Cognitive Psychology
- Educational Technology
- Media Psychology
Background:
- Learners often use multimedia for education.
- Computer-based animations with narration are common educational tools.
- The effectiveness of static versus dynamic media in learning is debated.
Purpose of the Study:
- To compare the learning effectiveness of computer-based narrated animations versus paper-based static diagrams with text.
- To investigate the impact of media format on retention and transfer of knowledge.
Main Methods:
- Four experiments were conducted with students learning about various processes (lightning, toilet tank, ocean waves, braking system).
- Lessons were presented either as computer-based narrated animations or paper-based static diagrams with text, using identical content.
- Learning was assessed using retention and transfer tests.
Main Results:
- Students using paper-based static diagrams with text significantly outperformed those using computer-based narrated animations on 4 out of 8 comparisons.
- No significant differences were found in the remaining comparisons.
- Results suggest potential benefits of static media for certain learning outcomes.
Conclusions:
- The findings support the static media hypothesis.
- Static illustrations with printed text may reduce extraneous cognitive load and enhance meaningful learning compared to narrated animations.
- Educational material design should consider the impact of media format on cognitive processing.