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

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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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“Although there are situations in multimedia learning when static depiction of events is preferable to dynamic (i.e., animations), Höffler and Leutner (2007) concluded based on a meta-analysis that dynamic presentation produced better learning outcomes than static as long as presentation only…”
Background
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“Firstly, the meta-analyses evoked above indicate that animations are superior to static presentation for procedural learning (Berney & Bétrancourt, 2016; Castro-Alonso et al., 2019; Höffler & Leutner, 2007; Ploetzner et al., 2020), especially for human hand manipulation.”
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Authors: Höffler, T. N., & Leutner, D.
Affiliations: University of Duisburg-Essen (DE)
Corresponding author: Höffler, Tim N.
ORCID: Höffler, Tim N.
Leutner, Detlev
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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