Instructional animations can be superior to statics when learning human motor skills

被引：128

作者：

Wong, Anna ^{[1
]}

Marcus, Nadine ^{[1
]}

Ayres, Paul ^{[2
]}

Smith, Lee ^{[3
]}

Cooper, Graham A. ^{[3
]}

Paas, Fred ^{[4
,5
]}

Sweller, John ^{[2
]}

机构：

[1] Univ New S Wales, Sch Engn & Comp Sci, Sydney, NSW 2052, Australia

[2] Univ New S Wales, Sch Educ, Sydney, NSW 2052, Australia

[3] So Cross Univ, Sch Multimedia & Informat Technol, Lismore, NSW 2480, Australia

[4] Open Univ, Educ Technol Expertise Ctr, Heerlen, Netherlands

[5] Erasmus Univ, Inst Psychol, Rotterdam, Netherlands

来源：

COMPUTERS IN HUMAN BEHAVIOR | 2009年 / 25卷 / 02期

关键词：

Instructional animations; Human motor skills; Mirror-neuron system; Cognitive load theory; COGNITIVE LOAD THEORY; INFORMATION; DESIGN; CONSEQUENCES; PERCEPTION; EVOLUTION;

D O I：

10.1016/j.chb.2008.12.012

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Based on the assumption of a working memory processor devoted to human movement, cognitive load theory is used to explore some conditions under which animated instructions are hypothesised to be more effective for learning than equivalent static graphics. Using paper-folding tasks dealing with human movement, results from three experiments confirmed our hypothesis, indicating a superiority of animation over static graphics. These results are discussed in terms of a working memory processor that may be facilitated by our mirror-neuron system and may explain why animated instructional animations are superior to static graphics for cognitively based tasks that involve human movement. Crown Copyright (C) 2008 Published by Elsevier Ltd. All rights reserved.

引用

页码：339 / 347

页数：9

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