Huk, T., Steinke, M., & Floto, C. (2010). The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions. Instructional Science, 38, 455-469.

Huk, T.; Steinke, M.; Floto, C.

2010

Huk, T., Steinke, M., & Floto, C. (2010). The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions. Instructional Science, 38, 455-469.

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Within the framework of cognitive learning theories, instructional design manipulations have primarily been investigated under tightly controlled laboratory conditions. We carried out two experiments, where the first experiment was conducted in a restricted system-paced setting and is therefore in line with the majority of empirical studies in the learning sciences. However, the second experiment was done in an ecologically more valid classroom setting, with students working at their own pace with the instructional material embedded in a professional hypermedia learning environment. Both dealt with the same topic in the domain of biological education, namely the structure and functioning of the enzyme ATP-Synthase. In both experiments, the educational value of three- versus two-dimensional animations as well as of visual cues was investigated in a 2 X 2 factorial design. Students’ understanding was facilitated by the presence of a 3Drepresentation format under tightly controlled conditions only. Regarding the ecologically more valid classroom setting, the 2D format tended to foster understanding more efficiently than the 3D format. The implementation of visual cues enhanced the amount students remembered in both experiments. Our results indicate that the results of tightly controlled laboratory conditions may not be easily generalized to naturalistic classroom settings.

To sum up, using the same animation variants and the same questionnaires as in experiment 1, the replication in the more ecologically valid setting of experiment 2 revealed similarities as well as differences. The impact of visual cues on remembering could be replicated in the classroom setting of the second experiment. On the other hand, the influence of graphical representation, i.e. 2D/3D representation format, seems to be heavily influenced by the experimental setting. While a 3D representation fostered understanding in the restricted condition of experiment 1, a 2D representation format tended to provide better support in understanding in the classroom scenario of the second experiment.

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