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Learning from Static versus Animated Pictures of Embodied Knowledge

Fürstenau, Bärbel and Kuhtz, Maria and Simon-Hatala, Boglárka and Kneppers, Lenie (2016) Learning from Static versus Animated Pictures of Embodied Knowledge. In: Innovating with Concept Mapping. 7th International Conference on Concept Mapping, CMC 2016 Tallinn, Estonia, September 5–9, 2016 Proceedings. Communications in computer and information science, 1 . Springer International Publishing, Cham: Switzerland. ISBN 978-3-319-45501-3

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Abstract

In a research study we investigated whether static or animated pictures better support learning of abstract pedagogical content about action-oriented learning. For that purpose, we conducted a study with two experimental groups. One group received a narration about learning theory and a supporting series of static pictures, the other a narration and animated pictures. As pictures we used ballet positions so that both static pictures, and animations display a ballet choreography. Ballet positions are specific pictures which show embodied abstract knowledge. Students were requested to reconstruct the content of the choreography as concept map. In addition, students completed a transfer test answering open questions. Both concept maps and answers to open questions were analyzed using content analysis procedures and were subsequently scored. The results do not show significant differences between the groups. Static pictures can be as effective as animation in promoting learning.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2016
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Q Science > QA Mathematics > QA76 Computer software
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 17 Nov 2018 13:56
Last Modified: 17 Nov 2018 13:56
URI: http://eprint.ihmc.us/id/eprint/557

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