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Cited by 992Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsDigital Media and Visual Art

Instructional animation versus static pictures: A meta-analysis

Höffler, Tim N., Leutner, Detlev·2007·Learning and Instruction
DOI 10.1016/j.learninstruc.2007.09.013
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Crossref · 10.1016/j.learninstruc.2007.09.013

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86 of 86 references verified0 citation errors · 0 not checkable

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  • A meta-analysis of Höffler and Leutner (2007) showed that superior learning (the largest effect size) was found when the animations were highly realistic and procedural-motor knowledge was involved.

    “This idea was confirmed by a meta-analysis of Höffler and Leutner (2007), who showed that superior learning (the largest effect size) was found when the animations were highly realistic and procedural-motor knowledge was involved.”

    From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Höffler and Leutner (2007)

  • The meta-analysis of Höffler and Leutner (2007) showed that superior learning (the largest effect size) was found when the animations were highly realistic and procedural-motor knowledge was involved, such as in learning to (dis)assemble a machine gun.

    “In particular, the meta-analysis of Höffler and Leutner (2007) showed that superior learning (the largest effect size) was found when the animations were highly realistic and procedural-motor knowledge was involved, such as in learning to (dis)assemble a machine gun.”

    From An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012) · cites this paper as Höffler and Leutner 2007

  • Under some instructional conditions, such as the use of dynamic visualizations to teach human motor skills, the tension between a limited working memory capacity and transient information seems to be non-existent, with animations being more effective than equivalent static graphics.

    “Interestingly, under some instructional conditions, such as the use of dynamic visualizations to teach human motor skills, this tension between a limited working memory capacity and transient information seems to be non-existent, with animations being more effective than equivalent static graphics.”

    From An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012) · cites this paper as Höffler and Leutner 2007

Cites

Flagged first, then by citations

2 of the 88 references couldn’t be matched to a known paper.

Research works printed but not linked: 4

  1. Alesandrini, 1982, Imagery-eliciting strategies and meaningful learning, Journal of Mental Imagery, 6, 125
  2. *Höffler, T. N. (2003). Animation, Simulation oder Standbilder? Zur Wirkung interaktiver Animationen auf das Verstaendnis komplexer biologischer Prozesse [Animation, simulation or static pictures? Concerning the effectiveness of interactive animations upon the comprehension of complex biological processes]. Unpublished diploma thesis, University of Kiel, Germany.
  3. *Nerdel, C. (2003). Die Wirkung von Animation und Simulation auf das Verstaendnis von stoffwechselphysiologischen Prozessen [The influence of animation and simulation on the comprehension of physiological metabolism]. Doctoral dissertation, University of Kiel, Germany.
  4. Rieber, 1991, Theoretical foundations of instructional applications of computer-generated animated visuals, Journal of Computer-Based Instruction, 18, 83

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Authors
Höffler, T. N., & Leutner, D.
Affiliations
University of Duisburg-Essen (DE)
Corresponding author
Höffler, Tim N.
ORCID
Venue
Learning and Instruction
Publisher
Elsevier BV
Published
2007-12
Volume
17
Issue
6
Pages
722-738
ISSN
0959-4752 (ISSN-L)
DOI
10.1016/j.learninstruc.2007.09.013
OpenAlex
W2055846787
Semantic Scholar
150d104dd692b1dd1a95234deda0925a2c83b39a
Cited by
992
References
88
Citations by year
2026: 41 · 2025: 34 · 2024: 49 · 2023: 72 · 2022: 77 · 2021: 76 · 2020: 62 · 2019: 61 · 2018: 68 · 2017: 51 · 2016: 58 · 2015: 52 · 2014: 67 · 2013: 55 · 2012: 47
FWCI
4.08
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
Learning and Instruction (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Physical Sciences › Computer Science › Computer Graphics and Computer-Aided Design › Digital Media and Visual Art
Keywords
educational animation, still images, cognitive load, multimedia learning, learning outcomes, instructional design

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