دانلود مقاله ISI انگلیسی شماره 156825
ترجمه فارسی عنوان مقاله

کاهش اثرات تداوم انیمیشن ها (همیشه) منجر به عملکرد بهتر در کودکان در یادگیری یک روش دست پیچیده نمی شود

عنوان انگلیسی
Reducing the transience effect of animations does not (always) lead to better performance in children learning a complex hand procedure
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
156825 2017 46 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Computers in Human Behavior, Volume 69, April 2017, Pages 358-370

ترجمه کلمات کلیدی
انیمیشن، تداخلی، بخشهای کوتاه مدت، اتصال گره، ارائه متوالی / همزمان،
کلمات کلیدی انگلیسی
Animation; Transience; Short-long sections; Knot tying; Sequential/Simultaneous presentation;
پیش نمایش مقاله
پیش نمایش مقاله  کاهش اثرات تداوم انیمیشن ها (همیشه) منجر به عملکرد بهتر در کودکان در یادگیری یک روش دست پیچیده نمی شود

چکیده انگلیسی

When large amounts of information are presented in long-section animations, or videos, depicting hand procedures, a transient information effect has often been shown to potentially weaken the superiority of dynamic visualizations over static graphics and to increase cognitive load. In the present paper, 103 ten-year-old children learnt to tie complex nautical knots from either a video of hand movements or from a static graphics presentation. Experiment 1 extended previous studies in the field using a conventional sequential presentation of the knots, under four conditions (long-section animation, short-section animation, long-section static graphics and short-section static graphics), but in a more “ecological” learning task than the majority of previous studies, involving a combination of observation and practice. In Experiment 2, with the same task and the same conditions, transience was reduced using animated simultaneous presentations. Results showed that long-section animation did not always lose its superiority over static graphics in this type of learning task. In addition to the transient information effect of the cognitive load theory, complementary explanations in terms of inhibition processes, attentional continuity and task affordance are suggested.