PROJECT 4B. Learning from text and pictures: The promise of moving pictures
PART 3. Showing the dynamics
Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active
learning: Annotated illustrations versus narrated animations in multimedia instruction. Journal of
Experimental Psychology: Applied, 11(4), 256. doi:10.1037/1076-898X.11.4.256
Students received a lesson consisting of computer-based animation and narration (dynamic-media
treatment) or a lesson consisting of paper-based static diagrams and text (static-media treatment).
The lessons used the same words and graphics to explain the process of lightning formation
(Experiment 1), how a toilet tank works (Experiment 2), how ocean waves work (Experiment 3), and
how a car’s braking system works (Experiment 4).
Static-media hypothesis: static media offer cognitive processing affordances that lead to better
learning compared with dynamic media. Measures of learning: 1) retention tests (recall tasks) to
measure how much was learned; 2) transfer tests (essay questions) to measure how well the learner
can apply what was learned to solve new problems.
Goal: compare the learning outcomes of students who learn with two treatments, to establish a
database for testing the static media hypothesis and the dynamic media hypothesis. 4 experiments.
Main advances in this study over some previous work: (a) independent variables; the paper-based
group and the computer based group received equivalent information (on dimensions in which this
was not possible, the animation and narration was favored; added information in terms of the
number of frames presented and the tonal quality of the voice); (b) dependent measures; learning
outcomes were assessed with retention and transfer tests; and (c) generality; the comparisons were
conducted with similar methodology across 4 different content areas to determine the generality of
the results.
Experiment 1
Students learned how lightning develops via computer-based narration and animation or paper-
based text and illustrations.
Method
Participants. 95 psychology college students.
Materials. Paper-based materials: a subject questionnaire, one retention test question, and four
transfer test questions.
Paper-based lesson: two facing sheets of paper containing 16 still frames, each depicting a
step in the process of lightning, with printed text describing the step under each frame. Computer-
based lesson: the same diagrams and words as the paper lesson; but consisted of animated diagrams
with concurrent narration.
PART 3. Showing the dynamics
Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active
learning: Annotated illustrations versus narrated animations in multimedia instruction. Journal of
Experimental Psychology: Applied, 11(4), 256. doi:10.1037/1076-898X.11.4.256
Students received a lesson consisting of computer-based animation and narration (dynamic-media
treatment) or a lesson consisting of paper-based static diagrams and text (static-media treatment).
The lessons used the same words and graphics to explain the process of lightning formation
(Experiment 1), how a toilet tank works (Experiment 2), how ocean waves work (Experiment 3), and
how a car’s braking system works (Experiment 4).
Static-media hypothesis: static media offer cognitive processing affordances that lead to better
learning compared with dynamic media. Measures of learning: 1) retention tests (recall tasks) to
measure how much was learned; 2) transfer tests (essay questions) to measure how well the learner
can apply what was learned to solve new problems.
Goal: compare the learning outcomes of students who learn with two treatments, to establish a
database for testing the static media hypothesis and the dynamic media hypothesis. 4 experiments.
Main advances in this study over some previous work: (a) independent variables; the paper-based
group and the computer based group received equivalent information (on dimensions in which this
was not possible, the animation and narration was favored; added information in terms of the
number of frames presented and the tonal quality of the voice); (b) dependent measures; learning
outcomes were assessed with retention and transfer tests; and (c) generality; the comparisons were
conducted with similar methodology across 4 different content areas to determine the generality of
the results.
Experiment 1
Students learned how lightning develops via computer-based narration and animation or paper-
based text and illustrations.
Method
Participants. 95 psychology college students.
Materials. Paper-based materials: a subject questionnaire, one retention test question, and four
transfer test questions.
Paper-based lesson: two facing sheets of paper containing 16 still frames, each depicting a
step in the process of lightning, with printed text describing the step under each frame. Computer-
based lesson: the same diagrams and words as the paper lesson; but consisted of animated diagrams
with concurrent narration.
