Lowe, R. K. & Schnotx, W. (2014). Animation principles in multimedia learning. In R. E.

Mayer
(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 513-546). New York:
Cambridge.

The animation principles in multimedia learning are geared toward helping provide instruction
through the use of animation that are more conducive to learning. Animation is very different
from video in that animation is a constructed device (i.e., drawings) that give the illusion of
movement, as where video is the actual capture of the real-world. Because of this difference,
animation can be hard to follow and comprehend unless certain things are taken into
consideration. Often times, animations are used when difficult topics are being taught, such as
the example given of the internal workings of a piano. The learning gained from uses such as
this may be superficial, however. At times, the animations may clear up the idea while, at other
times, they may only make it seem as if learning is actually taking place. To help with the
phenomena, the Animation Processing Model was developed as a guide for creating multimedia
learning platforms that use animations.
This chapter was difficult for me to follow and comprehend. For some reason, it did not hold my
attention and I found myself reading the same material several times before I could move on.
There are several factors that may play a part in this, however, the content itself was the biggest
factor. I did not find it interesting in the least and therefore had trouble focusing on the task.
I do not know how much the chapter will/could benefit any future research I may do. I do not
use animations very often in my class so I do not foresee me taking this information any farther
than here.

Plass, J. L. & Schwartz, R. N. (2014). Multimedia learning with simulations and microworlds. In
R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 729-761).
New York: Cambridge.

Chapter 30 discusses using simulations and microworlds with multimedia learning. Simulations
are designed to depict specific phenomena, processes, or systems (Plass, 2014). Microworlds
afford learners expanded opportunities for creation and production (Plass, 2014). Evidence is
trending toward both simulations and microworlds as being wonderful tools that offer rice
learning opportunities. Both require the use of inquiry to be successful. These work best when
there are multiple inputs to be tested and manipulated. However, there are several areas which
much not be overlooked when using them. There must be clear goals set out so that the learner
will know what is expected of him. Also, teachers must be ready and able to support students in
the use of simulations and microworlds both in the classroom and out. Both of these tools have
the potential to provide rich learning experiences when used in the correct manner
I found this chapter interesting. One of the options for textbook adoption for Science offers on
online textbook which uses a lot of simulations to help students move an idea from abstract to
concrete. In those simulations, the students can manipulate the data to see what the outcome
would be. This chapter brought up some interesting questions to me that I must consider before
deciding about the textbook.
I think that this chapter explains the similarities and differences in simulations and microworlds
in great detail. If the online textbook option is adopted, I will definitely come back to this
chapter before jumping in to it.

Tobias, S., Fletcher, J. D., Bediou, B., Wind, A. P., & Chen, F. (2014). Multimedia learning with
computer games. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia
Learning. (pp. 762-784). New York: Cambridge.

Chapter 31 discusses the use of computer games in multimedia learning. Research shows that
there is high correlation between games and the transfer of skills learned to non-game tasks.
Studies have also found that there improvements in spatial attention, visual memory, mental
rotation, and task switching after game playing. Multimedia learning games are becoming
preeminent means by which to foster learning. These games provide learners with valuable
repetitive skill practice while also holding learning engagement at a high level. It is well known
that learning happens when people play games. Designers just have to be sure that the learning
that is happening is the learning that is desired that instructional objectives are being achieved.
This chapter was fascinating. It seems that every year at the elementary level there is a new
game software that is being pushed that promises to promote learning and help the students
achieve higher levels. The students love these games and practically beg to play them. The
repetitive skill practice is mixed with short games to help keep engagement high. However, the
learning that is happening is not always tied to our instructional standards. Many times the
students will find loopholes around the learning so they can play the games.
This chapter provides a great foundation from which to grade learning games. Many times the
game aspect overrides the learning, which is backed up in this chapter. I would like to take what
I learned from this chapter and compare it to the new learning software we are using this year to
see what I can learn.

Hffler, T., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis.
Learning and Instruction, 17, 722 -738.

Previous research found that there was not a tremendous difference in the amount of learning
gained from animation versus static pictures. However, with this study, the opposite was found.
Animations are superior to static images when the animation itself applies to the topic being
learned. However, when the purpose of the animation is strictly for decorative purposes, there
was no marked difference in the amount of learning that took place. Therefore, for animation to
be successful learning tools, they must correlate closely with the topic being learned. It was
found through this study as well that animations can be beneficial to the learning process without
having to necessarily be interactive, under specific instances. For animation to truly be
beneficial to learning, however, they must be based largely on theories on both learning and
instruction.
This article was neither greatly interesting nor greatly boring to me. It simply backed up with
research what I thought all along. It seems intuitive for me that when animations are included
they would be for learning purposes and not for decoration. I had a hard time visualizing a time
when I would use an animation in a learning situation that did not have the sole purpose of
adding to the content.
I do not foresee this article being of huge benefit to any research I may do in the future. It
seemed to simply state what, I think, teachers largely realize.