Learning from static versus animated pictures of embodied knowledge: A pilot study on reconstructing a ballet choreography as concept map

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.