• Tim N. Höffler
  • Helmut Prechtl
  • Claudia Nerdel
In a 2 × 2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with animations, and less developed visualizers (LDV) performed the same with static pictures or animations.
For factual knowledge, there was a main effect in favor of HDV. Subsequent tests revealed that HDV outperformed LDV only when learning from static pictures, but not when studying animations. There were no overall differences between animations and static pictures. The assumption is made that HDV benefit from their cognitive style when they have to construct a mental animation from static pictures.
Concluding, we did not find any rationale for converting static pictures to animations — HDV learned better with static pictures, while for LDV, it made no difference.
Original languageEnglish
JournalLearning and Individual Differences
Volume20
Issue number5
Pages (from-to)479-483
Number of pages5
ISSN1041-6080
DOIs
Publication statusPublished - 2010

    Research areas

  • Cognitive style, Instructional animation, Instructional picture, Visualization, ATI-effects, Multimedia

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