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2011•Unpublished venueRequires access

The effect of animation presentation strategies on the achievement of multimedia learning

Daoqun Ding, Shanshan Jiang

Open publisher page 1 citations

Abstract

The aim of this study was to explore the effect of animation presentation strategies on the achievement of multimedia learning. 120 high school students were asked to complete the experiment. It was found that (1) learner-controlled pacing strategy and meta-cognitive monitoring guidance could improve the achievement of multimedia learning, and(2) adding meta-cognitive monitoring guidance to learner-controlled pacing was the best animation presentation strategy to multimedia learning effect.

About this research paper

What this paper is about

The aim of this study was to explore the effect of animation presentation strategies on the achievement of multimedia learning. 120 high school students were asked to complete the experiment. It was found that (1) learner-controlled pacing strategy and meta-cognitive monitoring guidance could improve the achievement of multimedia learning, and(2) adding meta-cognitive monitoring guidance to learner-controlled pacing was the best animation presentation strategy to multimedia learning effect.

Why it matters

OpenAlex reports 1 citations for this work. Citation counts describe recorded attention and do not establish research quality.

Key contribution

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Method / approach

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Main findings

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Available abstract

The aim of this study was to explore the effect of animation presentation strategies on the achievement of multimedia learning. 120 high school students were asked to complete the experiment. It was found that (1) learner-controlled pacing strategy and meta-cognitive monitoring guidance could improve the achievement of multimedia learning, and(2) adding meta-cognitive monitoring guidance to learner-controlled pacing was the best animation presentation strategy to multimedia learning effect.

Key concepts: Animation, Presentation (obstetrics), Multimedia, Computer science, Cognitive load, Cognition, Computer animation, Psychology

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