The DOI matches its Crossref record; 87 of the 88 references it cites were found in a registry or an index.
Instructional animation versus static pictures: A meta-analysis
Overview
Integrity signals
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Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Statistical Power Analysis for the Behavioral Sciences
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Statistical power analysis for the behavioral sciences
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Statistical Power Analysis for the Behavioral Sciences (2nd ed.).
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A Simple Sequentially Rejective Multiple Test Procedure
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The file drawer problem and tolerance for null results.
Rosenthal, R. (1979) · Psychological Bulletin · doi:10.1037/0033-2909.86.3.638 · Cited by 9,068
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Baddeley, A. (1992) · Science · doi:10.1126/science.1736359 · Cited by 5,258
Research works printed but not linked: 4
- Alesandrini, 1982, Imagery-eliciting strategies and meaningful learning, Journal of Mental Imagery, 6, 125
- *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.
- *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.
- Rieber, 1991, Theoretical foundations of instructional applications of computer-generated animated visuals, Journal of Computer-Based Instruction, 18, 83
Cited by
Sorted by citations
Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337
Akçayır, M., & Akçayır, G. (2017) · Educational Research Review · doi:10.1016/j.edurev.2016.11.002 · Cited by 2,463
“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
Yung, R., & Khoo-Lattimore, C. S. C. (2017) · Current Issues in Tourism · doi:10.1080/13683500.2017.1417359 · Cited by 1,009
“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).”
The learning effects of computer simulations in science education
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
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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