Module #12-Annoted Bibliography

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

This article discusses the effectiveness of the use of animation as opposed to the
use of static pictures. The use of animations helps with the understanding over static
pictures because it allows the learner to see a sequence of the content instead of just an
illustration that may not be directly correlated to the instruction. The authors discussed the
theoretical research in this area of learning. The theories are based on active processing,
dual coding, and limited capacity.

According to the tests that were done, it was found that the amount of animations
can reduce the stress and cognitive load on the brain which helps with the learning better
retaining the information. There are factors that were included in the tests as well as other
items to take into consideration. This would be the number of students studied as well as
the signaling cues. The things looked at were the analysis of the animation, how long it was
played, the coloring, and whether or not there was text accompanied with it.

The analysis of the research show that, in most situations, animation is a better tool
for learning that static pictures. The can offer more accurate and relevant simulations of the
learning materials needed for the retention of knowledge.

#2: 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.

This chapter whether or not the benefits of utilizing animations in instruction outweigh
the challenges placed on learners due to instructional animations that are poorly
aligned/designed with learner perceptual and cognitive capacities? (p513). To help answer
this question, the authors gave five animation principles which may aid animations in
reaching their full intended purposes.

Many developers tend to over-simplify by assuming that instructional materials which

include animations are superior to those which utilize static graphics, but the authors
maintain that this is not the case. Further, they argue that poorly designed instructional
materials which include animations not guided by the five principles can actually get in the
way of learning due to the fact that novice learners, when selecting important information
from animations, often choose incorrect or unimportant material without the proper
guidance. In addition, the act of having to process or choose relevant information itself can
lead to cognitive overload. To help improve the effectiveness of using animations in
instructional design, the authors present the Animation Processing Model (APM) which
utilizes event units to help explain the way in which learners process new information and
construct mental models from animations (pp529-530). The APM is divided into five phases
intended to correspond with the five principles mentioned before in the chapter.

The authors present some implications for instructional design based on the five
animation principles as follows: designers must define the purpose and type of animation,
ensure alignment with required cognitive processes, and provide appropriate support and
consistent interaction opportunities based on learner expertise (pp 535-540).

#3: 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.

This chapter discusses multimedia learning in terms of simulations and microworlds.

The chapter states that a simulation is designed to depict specific phenomena, process, or
systems (p. 729). In them, students can adjust various inputs to create different outputs,
thus learning specific effects. The term microworld is also used, but it was stated several
times throughout the chapter that the two terms could essentially be used interchangeably.
Much research has been done as to the effectiveness of these types of multimedia learning.
Simulations were found to be effective in the classroom when used as a supplement and not
as a means of sole instruction. It was also found that simulations work best when they
include iconic representations of variables. This means that simulations that use picture
symbols rather than text symbols allow for higher comprehension and transfer. Using the
iconic symbols requires less cognitive effort, therefore cognitive capacity is freed up for
usage.
The research that has been done in this area is not as extensive as other areas since
this type of learning is fairly new. However, much progress has been made to research in
this area of learning.

#4: 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.
 This chapter focuses on computer, or video, games being used to enhance
curriculum. Tobias & Fletcher (2011) found that computer games allow for deep processing
in the cognitive domain based on the motivation factor they hold as well as how frequently
they are played. Because the games are so motivating to learners, they have been found to
be an effective means of supplemental instruction.

The chapter describes current research on the implications of using video games in
instruction. An interesting finding was with the different groups that research was done. A
group of seniors was studied after having 23.5 hours of game play. It was found they had
improvements in working memory, reasoning, visual short-term memory as well as other
areas of functioning. With children having ADHD, using video games improved motivation,
performance, and working memory. As far as school performance, research shows that
while game players spend less time on schoolwork, the effects on school achievement are
not consistent enough to speak of.

#5: Tromba, P. (2013). Build Engagement and Knowledge One Block at a Time with
Minecraft. Learning & Leading With Technology, 40(8), 20-23.

This article is written based on one principals idea to meet students where they
are familiar. He had found that many of the academic and behavioral issues dealt with
students who had something in common. They were avid video game players and most
of them were very interested in Minecraft. He and a few colleagues designed a class in
which they worked on Minecraft situations at their middle school. When the students
first met, they worked to create rules and standards for how the class should run based
on state curriculum standards. Their activities were directly connected to curriculum
standards therefore they were learning.

Parents reported increased confidence in these students as well as their interest

and attendance in school. The students also increased their academic knowledge.
They were exploring and learning in all areas of academics. In terms of history, the
students were able to research and build ancient buildings and landscapes, they could
build scale models of national monuments. They could also study Newtons laws using
various Minecraft simulations.