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Instructional animation versus static pictures: A meta-analysis
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“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)
In the citing paper
“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
In the citing paper
“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
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Cited by
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“Investigating prior research in a field is important, as this reveals the current state of the field and offers guidance to researchers who are seeking suitable topics to explore (H€offler & Leutner, 2007; Karatas, 2008; Seo & Bryant, 2009).”
BackgroundVariables associated with achievement in higher education: A systematic review of meta-analyses.
Schneider, M., & Preckel, F. (2017) · Psychological Bulletin · doi:10.1037/bul0000098 · Cited by 1,347
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“In a nascent fi eld such as this, an investigation of prior research is important to reveal the current state of research and offer guidance to researchers seeking to enter the discussion (Höf fl er & Leutner, 2007; Karatas, 2008).”
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Rutten, N., van Joolingen, W., & van der Veen, J. T. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.07.017 · Cited by 1,079
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“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.”
Methodde Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2009) · Educational Psychology Review · doi:10.1007/s10648-009-9098-7 · Cited by 428
“Although a review by Tversky et al. (2002) found little evidence that animations were superior to static visualizations (see also Mayer et al. 2005), a meta-analysis by Höffler and Leutner (2007) indicated that under some conditions animations may produce better learning than static visualizations.”
BackgroundResultVideo Improves Learning in Higher Education: A Systematic Review
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P. D., Cruz, B. D. P., & Lonsdale, C. (2021) · Review of Educational Research · doi:10.3102/0034654321990713 · Cited by 614
“…a search strategy using the titles and abstracts of an initial sample of papers, including existing reviews (Adesope & Nesbit, 2012; Ginns, 2006; Höffler & Leutner, 2007; Kay, 2012; Mayer & Moreno, 2003; Rey, 2012; Shrivastav & Hiltz, 2013) and primary studies (Baxter et al., 2012; Muller et…”
MethodDoes animation enhance learning? A meta-analysis
Berney, S., & Bétrancourt, M. (2016) · Computers & Education · doi:10.1016/j.compedu.2016.06.005 · Cited by 421
“In their meta-analysis, H€offler and Leutner (2007) adapted the categorization of Carney and Levin (2002) and distinguished representational animations from decorational ones.”
BackgroundMethodResultInfluentialSpatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review
Höffler, T. N. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9126-7 · Cited by 359
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Attention guidance in learning from a complex animation: Seeing is understanding?
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.010 · Cited by 332
Hwang, G., & Wu, P. (2011) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2011.01242.x · Cited by 302
van Gog, T., Paas, F., Marcus, N., Ayres, P., & Sweller, J. (2009) · Educational Psychology Review · doi:10.1007/s10648-008-9094-3 · Cited by 284
“The findings by Höffler and Leutner (2007) also show that the beneficial effect of dynamic over static visualizations is greater when procedural-motor knowledge has to be acquired. important, the finding that the goal of the action seems to be most important for the activation of the mirror neuron…”
BackgroundCognitive load theory, the transient information effect and e-learning
Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.05.004 · Cited by 287
Boucheix, J., & Lowe, R. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.015 · Cited by 291
A meta-analysis of how signaling affects learning with media
Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018) · Educational Research Review · doi:10.1016/j.edurev.2017.11.001 · Cited by 268
Using animations and visual cueing to support learning of scientific concepts and processes
Lin, L., & Atkinson, R. K. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.10.007 · Cited by 289
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“A meta-analysis on the effectiveness of animations versus illustrations showed that animations generally result in better learning outcomes [25].”
Design factors for educationally effective animations and simulations
Plass, J. L., Homer, B. D., & Hayward, E. O. (2009) · Journal of Computing in Higher Education · doi:10.1007/s12528-009-9011-x · Cited by 267
Improving biotech education through gamified laboratory simulations
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Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis
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Use of videos to support teaching and learning of clinical skills in nursing education: A review
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“…have been successfully implemented in science classrooms to help students develop explanations of complex science topics (Bell & Trundle, 2008; Carlsen & Andre, 1992; Chiu & Linn, 2014; Höffler & Leutner, 2007; Honey & Hilton, 2011; Jaakola, Nurmi, & Veermans, 2011; Windschitl & Andre, 1998).”
BackgroundInstructional animations can be superior to statics when learning human motor skills
Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., Paas, F., & Sweller, J. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.012 · Cited by 193
“Nevertheless, a recent meta-analysis by Höffler and Leutner (2007) found that animations facilitated better learning outcomes than static graphics if they contained certain features, e.g., realism and procedural-motor knowledge.”
BackgroundResultInfluentialAyres, P., Marcus, N., Chan, C., & Qian, N. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.013 · Cited by 191
A systematic review of systematic reviews on blended learning: trends, gaps and future directions
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Learning science via animated movies: Its effect on students’ thinking and motivation
Barak, M., Ashkar, T., & Dori, Y. J. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.10.025 · Cited by 217
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Using video and static pictures to improve learning of procedural contents
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“However, some studies have not shown dynamic representations to be consistently superior to static representations (Mayer, Hegarty, Mayer, & Campbell, 2005; for reviews see Betrancourt & Tversky, 2000; Höffler & Leutner, 2007; Park & Hopkins, 1993).”
BackgroundAn expertise reversal effect of segmentation in learning from animated worked-out examples
Spanjers, I. A. E., Wouters, P., van Gog, T., & van Merriënboer, J. J. G. (2011) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.011 · Cited by 175
“Spanjers). involve animated examples demonstrating (psycho)motor procedures (Höffler & Leutner, 2007; see also Van Gog, Paas, Marcus, Ayres, & Sweller, 2009).”
Cognitive Load Theory and Human Movement: Towards an Integrated Model of Working Memory
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Benefitting InfoVis with Visual Difficulties
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“A recent meta-analysis found an overall positive, although modest, effect of animation on learning [33].”
BackgroundEffects of storytelling to facilitate EFL speaking using Web-based multimedia system
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Effects of observing the instructor draw diagrams on learning from multimedia messages.
Fiorella, L., & Mayer, R. E. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000065 · Cited by 176
“There are some situations in which learning from animations can be more effective than learning from static visuals (Hoffler & Leutner, 2007).”
BackgroundHöffler, T. N., & Leutner, D. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.07.042 · Cited by 173
Self-citationLin, H.-C., & Hwang, G.-J. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2018.1467462 · Cited by 159
“Researchers have suggested the need to identify problems and solutions of specific domains by way of literature reviews (Chang, Lai, & Hwang, 2018; Höffler & Leutner, 2007; Hwang & Tsai, 2011).”
BackgroundEffects of segmentation and pacing on procedural learning by video
Biard, N., Cojean, S., & Jamet, É. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.12.002 · Cited by 174
A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning
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“…than static pictures (e.g., Hegarty et al. 2003; Mayer et al. 2005; Tversky et al. 2002), although for certain types of tasks, dynamic visualizations seem to be more effective, especially demonstrations of procedures involving human movement (Höffler & Leutner 2007; see also Van Gog et al. 2009).”
BackgroundDesign Patterns for Data Comics
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“In short, while animated explanations can be useful to present dynamic content [31], animations often risk to show “too much, too fast” [54].”
BackgroundCueing animations: Dynamic signaling aids information extraction and comprehension
Boucheix, J., Lowe, R., Putri, D. K., & Groff, J. (2012) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.11.005 · Cited by 149
“Animations of complex content can pose considerable challenges for learners (Betrancourt, 2005; Fischer, Lowe, & Schwan, 2008; Höffler & Leutner, 2007) due to attributes such as the amount of information presented and its transience for working memory (Ayres & Paas, 2007a, b; Lowe, 1999; Moreno,…”
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Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study
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“…the present meta-analysis aligned with previous findings and showed that animated materials alone are more beneficial for enhancing learning (Berney and Bétrancourt 2016), and learners were likely to invest more mental effort for static materials than animated materials (Höffler and Leutner 2007).”
BackgroundResultInfluentialMultimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2022) · Review of Educational Research · doi:10.3102/00346543211052329 · Cited by 148
“Three reviews compared the effects of animated, dynamic graphics, compared with static images (Berney & Bétrancourt, 2016; Höffler & Leutner, 2007; Kaushal & Panda, 2019).”
InfluentialEvidence for effective uses of dynamic visualisations in science curriculum materials
McElhaney, K. W., Chang, H., Chiu, J. L., & Linn, M. C. (2014) · Studies in Science Education · doi:10.1080/03057267.2014.984506 · Cited by 151
The attention-guiding effect and cognitive load in the comprehension of animations
Amadieu, F., Mariné, C., & Laimay, C. (2011) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.009 · Cited by 137
Spanjers, I. A. E., van Gog, T., Wouters, P., & van Merriënboer, J. J. G. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.12.024 · Cited by 144
Computer animations in medical education: a critical literature review
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A comparison of paper-based and video tutorials for software learning
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“In their meta-analysis on static versus dynamic representations, H€ offler and Leutner (2007) reported having found only two such studies for procedural knowledge development. This research (i.e., Michas & Berry, 2000; Spangenberg, 1973) did not contrast a paper-based and a video tutorial, however. Our literature sear…”
BackgroundInfluentialCharacteristics of Problems for Problem-Based Learning: The Students’ Perspective
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Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective
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“Nevertheless, in a meta-analysis, Höffler and Leutner (2007) showed that in some cases, animations were more effective than static graphics, especially when they involved procedural motor knowledge.”
BackgroundTrends and issues in multimedia learning research in 1996–2016: A bibliometric analysis
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de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.02.027 · Cited by 129
“However, research on the use of animation to facilitate learning about dynamic processes has shown that learners often fail to reach a thorough understanding of the presented information and may only learn from animations under very specific conditions (Höffler & Leutner, 2007).”
BackgroundChen, N., Teng, D. C.-E., Lee, C., & Kinshuk, K. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.03.013 · Cited by 125
Ryoo, K., & Linn, M. (2012) · Journal of Research in Science Teaching · doi:10.1002/tea.21003 · Cited by 109
“Despite the potential benefits of dynamic visualizations, they are not always more effective than static illustrations (Höffler & Leutner, 2007; Kali & Linn, 2008; Lowe, 2003; Mayer, Hegarty, Mayer, & Campbell, 2005; Tversky et al., 2002).”
BackgroundInfluentialAriansyah, D., Erkoyuncu, J. A., Eimontaite, I., Johnson, T., Oostveen, A., Fletcher, S., & Sharples, S. (2021) · Applied Ergonomics · doi:10.1016/j.apergo.2021.103597 · Cited by 118
Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis
Castro-Alonso, J. C., Wong, M., Adesope, O., Ayres, P., & PAAS, F. G. W. C. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09469-1 · Cited by 110
Effects of animation's speed of presentation on perceptual processing and learning
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A systematic characterisation of expository animations
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“Meta-analyses such as that conducted by Höffler and Leutner (2007) are of some help in structuring the fragmented research results by isolat- ing specific attributes of animations and their effects on learning.”
BackgroundMethodGetting the point: Tracing worked examples enhances learning
Hu, F., Ginns, P., & Bobis, J. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.10.002 · Cited by 112
“However, counter to the transient information effect, the meta-analysis of Höffler and Leutner (2007) showed a medium-sized overall advantage of dynamic representations in instructional animations over static representations, when the animations were highly realistic and/or involved…”
BackgroundSpatial Thinking in Undergraduate Science Education
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“…of studies comparing learning from animations and static visualizations, found a significant medium effect size (d D 0.37) in favor of animations (Höffler & Leutner, 2007), but in the individual studies included in this meta-analysis, only 21 of 76 comparisons when the topic to be learned was…”
ResultInfluentialTürkay, S. (2016) · Computers & Education · doi:10.1016/j.compedu.2016.03.004 · Cited by 108
Scaffolding learning from molecular visualizations
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Animation Principles in Multimedia Learning
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“Some empirical studies have shown that declarative knowledge and procedural knowledge have a different role in video lectures (Hoffler & Leutner, 2007; Shi, 2014).”
BackgroundResultEffects of pacing and cognitive style across dynamic and non-dynamic representations
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Attention cueing in an instructional animation: The role of presentation speed
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.010 · Cited by 99
Understanding metacognitive inferiority on screen by exposing cues for depth of processing
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van Gog, T., PAAS, F. G. W. C., & Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9145-4 · Cited by 115
“For animations showing human movement procedures, this problem is reduced or eliminated (Höffler and Leutner 2007; Van Gog et al. 2009b), presumably because processing such animations is facilitated by the mirror-neuron system (Van Gog et al.).”
BackgroundComic Cognition: Exploring the Potential Cognitive Impacts of Science Comics
Jee, B. D., & Anggoro, F. K. (2012) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.11.2.196 · Cited by 92
“Intuitively, animations have several advantages over static images—they contain more information, they can show a process unfold in real time, etc. Höffler and Leutner (2007) conducted a meta-analysis and found that, indeed, animations generally led to better learning outcomes than static images.”
BackgroundEffect of animated and interactive video variations on learners' motivation in distance Education
Tuğtekin, E. B., & Dursun, Ö. Ö. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10735-5 · Cited by 156
“When compared to still images, they are not only more realistic, they are also better for teaching practical information (Höffler & Leutner, 2007).”
BackgroundSakr, A., & Abdullah, T. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12602-5 · Cited by 177
“In addition, to identify the subjects that have continuous significance (Akçayır & Akçayır, 2017; Davies et al., 2010; Höffler & Leutner, 2007).”
Kühl, T., Scheiter, K., Gerjets, P. H., & Gemballa, S. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.08.008 · Cited by 89
Immersive 360° videos in health and social care education: a scoping review
Blair, C., Walsh, C., & Best, P. (2021) · BMC Medical Education · doi:10.1186/s12909-021-03013-y · Cited by 104
Developments and Trends in Learning with Instructional Video
de Koning, B. B., Hoogerheide, V., & Boucheix, J. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.08.055 · Cited by 87
Donnelly-Hermosillo, D. F., Linn, M. C., & Ludvigsen, S. (2014) · Review of Educational Research · doi:10.3102/0034654314546954 · Cited by 86
“…to illustrate phenomena that are too small (chemical reactions), fast (airbags), or vast (the solar system) for classroom experimentation (Höffler & Leutner, 2007; Kozma, 2003); (c) encouraging collaboration with others (Barab & Luehmann, 2003; Bell, Gess-Newsome, & Luft, 2008; Vygotsky,…”
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Kartiko, I., Kavakli, M., & Cheng, K. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.03.019 · Cited by 90
Improved effectiveness of cueing by self-explanations when learning from a complex animation
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2010) · Applied Cognitive Psychology · doi:10.1002/acp.1661 · Cited by 93
“A recent meta-analysis by Höffler and Leutner (2007) supports this notion and provides evidence that under some conditions animations may be superior to static graphics.”
BackgroundDeveloping and evaluating a strategy for learning from animations
Kombartzky, U., Ploetzner, R., Schlag, S., & Metz, B. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.05.002 · Cited by 92
“For instance, a recent meta-analysis conducted by Ho¨ffler and Leutner (2007) revealed that, overall, learning from animations is more successful than learning from static pictures.”
BackgroundEmbodied Learning Environments for Graphing Motion: a Systematic Literature Review
Duijzer, C. A. C. G., van den Heuvel‐Panhuizen, M., Veldhuis, M., Doorman, M., & Leseman, P. P. M. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09471-7 · Cited by 96
“Moreover, regarding the levels of bodily involvement, to avoid further complexity of our review, we did not distinguish between observing the movement of a human model and observing the movement of an object, even though some studies have suggested that this is a relevant aspect to consider (Höffler and Leutner 2007;…”
BackgroundMoe‐Byrne, T., Evans, E., Benhebil, N., & Knapp, P. (2022) · Frontiers in Digital Health · doi:10.3389/fdgth.2022.1010779 · Cited by 84
Bétrancourt, M., & Benetos, K. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.08.035 · Cited by 84
Eight guidelines for the design of instructional videos for software training
van der Meij, H., & van der Meij, J. (2013) · University of Twente Research Information · Cited by 82
Videos in higher education: Making the most of a good thing
Fyfield, M., Henderson, M., Heinrich, E., & Redmond, P. (2019) · Australasian Journal of Educational Technology · doi:10.14742/ajet.5930 · Cited by 103
“…digital video in higher education is understandable, as with an effective instructional design, videos have regularly been shown to lead to higher learning gains than static media (Castro-Alonso, Wong, Adesope, Ayres, & Paas, 2019; Höffler & Leutner, 2007) and live lectures (Craig & Friehs, 2013).”
BackgroundLearning symbols from permanent and transient visual presentations: Don't overplay the hand
Castro-Alonso, J. C., Ayres, P., Wong, M., & PAAS, F. G. W. C. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.08.011 · Cited by 85
“Consequently, many comparisons of the instructional effectiveness of static versus dynamic visualizations have been conducted for these scientific and technological topics (cf. Höffler & Leutner, 2007).”
BackgroundThe challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners
Kátai, Z. (2014) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12070 · Cited by 80
“A recent meta-analysis comparing instructional animation with static pictures confirmed the educational effectiveness of representational animations especially when procedural–motor knowledge had to be assimilated (Hoffler & Leutner, 2007).”
BackgroundBrucker, B., Scheiter, K., & Gerjets, P. H. (2014) · Computers in Human Behavior · doi:10.1016/j.chb.2014.03.077 · Cited by 84
“…particularly unfold their potential if learners need to acquire knowledge for the learning task that makes it essential to understand the aspects of the continuous processes (e.g., Bétrancourt & Tversky, 2000; Höffler & Leutner, 2007; Imhof et al., 2011; Lowe et al., 2010; Münzer et al., 2009).”
BackgroundInfluentialCurrent Issues and Open Questions in Cognitive Load Research
Brünken, R., Plass, J. L., & Moreno, R. (2010) · Cambridge University Press eBooks · doi:10.1017/cbo9780511844744.014 · Cited by 84
Learning from multimedia presentations: Facilitation function of animations and spatial abilities
Münzer, S., Seufert, T., & Brünken, R. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.05.001 · Cited by 79
Poquet, O., Lim, L.-A., Mirriahi, N., & Dawson, S. (2018) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3170358.3170376 · Cited by 77
Ploetzner, R., Berney, S., & Bétrancourt, M. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12476 · Cited by 95
Influence of 3D models and animations on students in natural subjects
Teplá, M., Teplý, P., & Šmejkal, P. (2022) · International Journal of STEM Education · doi:10.1186/s40594-022-00382-8 · Cited by 152
“In 2007, Höffler and Leutner conducted a meta-analysis of 26 studies published in 1973–2003 (Höffler & Leutner, 2007), including 76 pairwise comparisons of the effect between dynamic visualizations and static visualizations.”
BackgroundResultInfluentialThe influence of text modality on learning with static and dynamic visualizations
Kühl, T., Scheiter, K., Gerjets, P. H., & Edelmann, J. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.008 · Cited by 77
Animations showing Lego manipulative tasks: Three potential moderators of effectiveness
Castro-Alonso, J. C., Ayres, P., & PAAS, F. G. W. C. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.12.022 · Cited by 82
Automated, adaptive guidance for K-12 education
Gerard, L. F., Matuk, C. F., McElhaney, K. W., & Linn, M. C. (2015) · Educational Research Review · doi:10.1016/j.edurev.2015.04.001 · Cited by 83
Rosen, Y. (2009) · Journal of Educational Computing Research · doi:10.2190/ec.40.4.d · Cited by 73
Metadata
- Authors
- Höffler, T. N., & Leutner, D.
- Affiliations
- University of Duisburg-Essen (DE)
- Corresponding author
- Höffler, Tim N.
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2007-12
- Volume
- 17
- Issue
- 6
- Pages
- 722-738
- ISSN
- 0959-4752 (ISSN-L)
- 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
- 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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