How to insert visual information into a whiteboard animation with a human hand? Effects of different insertion styles on learning

Smart Learning Environments

Research

Eva Rothenstein¹  Lukas Wesenberg²  Nadine Scheller²  Felicia Meusel²  Günter Daniel Rey²  Felix Krieglstein² 

[1] Media Management, The Bauhaus-Universität, Weimar, Germany;Psychology of Learning with Digital Media, Institute for Media Research, Faculty of Humanities, Chemnitz University of Technology, Chemnitz, Germany;

关键词: Whiteboard animations;    Social cues;    Human instructor;    Dynamic drawing;    Multimedia learning;    Cognitive load;   

DOI  :  10.1186/s40561-023-00258-6

 received in 2023-02-03, accepted in 2023-07-29,  发布年份 2023

来源: Springer

【 摘 要 】

Whiteboard animations have become very popular in recent years. They are mainly used in distance education, where learners can acquire knowledge individually and without the help of a teacher. However, there is little empirical evidence on how whiteboard animations should be designed to achieve learning-enhancing effects. Since the presentation of whiteboard animations is reminiscent of a teacher drawing or showing content on a whiteboard, the hand has been identified as an essential feature of this learning medium. Therefore, the aim of this experimental study was to investigate whether and how the human hand should be implemented in whiteboard animations for the presentation of visual content. University students (N = 84) watched a whiteboard animation in which the type of information insertion was manipulated (hand drawing content vs. hand pushing content in vs. no hand visible). Results revealed that the drawing hand on a whiteboard led to significantly higher intrinsic motivation than the hand pushing visual content onto the whiteboard. Contrary to assumptions derived from cognitive load theory, the implementation of a human hand did not cause extraneous cognitive load. However, no other effects on the perception of the instructor, cognitive load, and learning performance were found. The results are discussed in terms of both cognitive and social processes in multimedia learning.

【 授权许可】

CC BY   
© Springer Nature Singapore Pte Ltd., part of Springer Nature 2023

【 图 表 】

Fig. 2